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KAMPÜSTE ÇEŞİTLİLİK, HAKKANİYET VE KAPSAYICILIK KONUSUNDA ÖĞRENCİ DENEYİMLERİNİ ORTAYA KOYMAK – BİR TÜRK VAKIF ÜNİVERSİTESİ ÖRNEĞİ

Year 2025, Volume: 10 Issue: 1, 95 - 114, 23.06.2025

Özge Yanıkoglu , Sena Kılıç

https://doi.org/10.54452/jrb.1496507

Abstract

Bu çalışma, üniversite öğrencilerinin kampüs ortamında önyargı, ayrımcılık, dışlanma ve ötekileştirme deneyimlerini incelemeyi amaçlamaktadır. Bireysel deneyimlere ışık tutarak, bu çalışma mevcut literatüre katkıda bulunmakta ve üniversitelerin daha kapsayıcı ve destekleyici bir kampüs atmosferi oluşturmasına yönelik değerli öneriler sunmaktadır. Çalışma, İstanbul, Türkiye'de bir vakıf üniversitesinde öğrenim gören on uluslararası ve ulusal öğrenciyi içeren odak grup yaklaşımını kullanmıştır. Araştırma bulguları, uluslararası öğrencilere yönelik akademik ve sosyal alanlarda önyargılı tutumlar olduğunu ve bunun onların yabancılaşmasına ve dışlanmasına yol açtığını göstermiştir. Bu ayrımın, dil engelleriyle daha da derinleştiği, uluslararası öğrencilerin derslere ve ilgili aktivitelere katılımını engellediği belirlenmiştir. Ayrıca, yoğun akademik taleplerin yarattığı stres ve fakülte ile idari personelin mental sağlık sorunları konusunda yeterli bilince sahip olmaması mental sağlık sorunları yaşayan öğrencileri dezavantajlı duruma düşürdüğü belirlenmiştir. Dini ve cinsiyet kimliklerine dayalı dışlanma örnekleri, daha kapsayıcı bir kampüs ortamına duyulan ihtiyacı daha da vurgulamıştır. Araştırma bulguları ile, yeterince temsil edilmeyen öğrenci grupları için eğitim ortamını daha kapsayıcı hale getirmek üzere yükseköğretim kurumlarının politikalarına ışık tutmak ve bu öğrencilerin başarı oranlarını artırmak amacıyla kurumsal uygulamalara rehberlik etmek hedeflenmektedir.

Keywords

Çeşitlilik hakkaniyet kapsayıcılık yükseköğretim uluslararası öğrenciler dil engeli

References

  • Aune, K. (2017, April 13). How can universities tackle religious discrimination? The Guardian. Retrieved from https://www.theguardian.com/higher-education-network/2017/apr/13/how-can-universities-tackle-religious-discrimination.
  • Baumeister, R. F. & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529.
  • Bhowmik, M. K. & Kennedy, K. J. (2022). Reconceptualization of support and policy for minoritised students with dis/abilities in Hong Kong. Cambridge Journal of Education, 52(4), 519–537.
  • Bleich, M. R., MacWilliams, B. R., & Schmidt, B. J. (2015). Advancing diversity through inclusive excellence in nursing education. Journal of Professional Nursing, 31(2), 89-94.
  • Brancaccio-Taras, L., Awong-Taylor, J., Linden, M., Marley, K., Reiness, C. G., & Uzman, J. A. (2022). The PULSE diversity equity and inclusion (DEI) rubric: A tool to help assess departmental DEI efforts. Journal of Microbiology & Biology Education, 23(3).
  • Brown, M. G., Wohn, D. Y., & Ellison, N. (2016). Without a map: College access and the online practices of youth from low-income communities. Computers & Education, 92, 104-116.
  • Bruffaerts, R., Mortier, P., & Kiekens, G. (2018). Mental health problems in college freshman: prevalence and academic functioning. Journal of Affective Disorders, 225, 97-103.
  • Bulut Şahin, B., & Eriçok, B. (2023). Türkiye’de yükseköğretimin uluslararasılaşmasında ulusal stratejiler ve kurumsal yönetim. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 13(3), 1915-1937.
  • Clayton, T. F. (2021, January 13). Refocusing on Diversity, Equity, and Inclusion During the Pandemic and Beyond: Lessons from a Community of Practice. Higher Education Today. Retrieved from https://www. higheredtoday.org/2021/01/13/refocusing-diversity-equity-inclusion-pandemic-beyond-lessons-community-practice.
  • Cornwall, A. (2020, January 13). Mentoring Underrepresented Minority Students. Inside Higher Education. Retrieved from https://www.insidehighered.com/advice/2020/01/13/advice-mentoring-underrepresented-minority-students-when-you-are-white-opinion.
  • De Wit, H. (2020). Internationalization of Higher Education. Journal of International Students, 10(1), i–iv.
  • Direito, I., Chance, S., Craps, S., Economides, S., Isaac, S. and Jolly, A. (2021). Diversity, equity, and inclusion in engineering education: an exploration of european higher education institutions’ strategic frameworks, resources, and initiatives. SEFI 49th Annual Conference: Blended Learning in Engineering Education: Challenging, Enlightening-and Lasting, Technische Universität Berlin.
  • Edmunds, H. (2000). The focus group research handbook. McGraw-Hill, New York.
  • Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teaching of Psychology, 48(1), 69-79.
  • Genitin, E. (2022). What Do Turkish People Look Like? With Pictures and History. Visit Local Turkey. Retrieved from https://visitlocalturkey.com/what-do-turkish-people-look-like.
  • Guest, G., Namey, E., & McKenna, K. (2017). How many focus groups are enough? Building an evidence base for nonprobability sample sizes. Field methods, 29(1), 3-22.
  • Harvard University (2023). Anonymous Reporting Hotline. Retrieved from https://reportinghotline.harvard.edu.
  • COHE (2017). Yükseköğretimde uluslararasılaşma strateji belgesi 2018 – 2022 [The Internationalization Strategy Document in Higher Education 2018-2022]. Retrieved from https://www.yok.gov.tr/Documents/ AnaSayfa/Yuksekogretimde_Uluslararasilasma_Strateji_Belgesi_2018_2022.pdf.
  • COHE (2022). Uyruğa Göre Öğrenci Sayıları Raporu 07-04-2023 [Number of Students by Nationality Report 07-04-2023]. Retrieved from https://istatistik.yok.gov.tr.
  • Heinz, K. (2022). What Does Diversity, Equity and Inclusion (DEI) Mean in the Workplace? Builtin. Retrieved from https://builtin.com/diversity-inclusion/what-does-dei-mean-in-the-workplace
  • Houle, J. N. (2014). Disparities in dbt: Parents’ socioeconomic resources and young adult student loan debt. Sociology of Education, 87(1), 53–69.
  • Hu, S. (2014). Pretesting. In A. C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-Being Research (pp. 5048–5052). Springer, Dordrecht.
  • Imperial College (2023). Microaggressions – what you should know. Retrieved from https://www.imperial.ac.uk/engineering/staff/human-resources/microaggressions.
  • Islama, M. & Mercer-Mapstoneb, L. (2021). University is a non-Muslim experience, you know? The experience is as good as it can be’: Satisfied settling in Muslim students’ experiences and implications for Muslim student voice. British Educational Research Journal, 47(5), 1388–1415.
  • Knight, J. (2011). Five myths about internationalisation. International Higher Education, 62(Winter), pp. 14–15.
  • Koo, K. K., Yao, C. W., & Gong, H. J. (2021). ‘It is not my fault’: Exploring experiences and perceptions of racism among international students of color during COVID-19. Journal of Diversity in Higher Education, 16(3), 284-296.
  • Krueger, R. A. (1994). Focus groups: A practical guide for applied research. SAGE, London.
  • Lange, A. C., Duran, A., & Jackson, R. (2019). The state of LGBT and queer research in higher education revisited: Current academic houses and future possibilities. Journal of College Student Development, 60(5), 511–526.
  • Liou, D. D., Martinez, J. A. L., & Rotheram-Fuller, E. (2021). Latinas at a Hispanic-serving institution: Resilient resistance affirming race–gender expectancies for college attainment. Journal of Diversity in Higher Education, 16(3), 333–345.
  • Mahmud, A., & Gagnon, J. (2020). Racial disparities in student outcomes in British higher education: examining Mindsets and bias. Teaching in Higher Education, 28(2), 254-269.
  • Moriña, A. (2017). Inclusive education in higher education: challenges and opportunities. European Journal of Special Needs Education, 32(1), 3–17.
  • Morgan D. L. (1997). Focus groups as qualitative research. SAGE, California.
  • Morris, C., Hinton-Smith, T., Marvell, R., & Brayson, K. (2022). Gender back on the agenda in higher education: Perspectives of academic staff in a contemporary UK case study. Journal of Gender Studies, 31(1), 101– 113.
  • O’Leary, S., Shapiro, C., & Toma, S. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM Education, 7(32).
  • Ozturk, M. B. (2011). Sexual orientation discrimination: exploring the experiences of lesbian, gay and bisexual employees in Turkey. Human Relations, 64(8), 1099-1118.
  • Park, H., Lee, M. J., Choi, G. Y., & Zepernick, J. S. (2017). Challenges and Coping Strategies of East Asian Graduate Students in the United States. International Social Work, 60(3), 733–749.
  • Rosencrance, L. (2021). Diversity, equity and inclusion (DEI). TechTarget. Retrieved from https://www.techtarget.com/searchhrsoftware/definition/diversity-equity-and-inclusion-DEI.
  • St. Bonaventure University (2022). Diversity, Equity, and Inclusion: why it matters? Retrieved from https://online. sbu.edu/news/why-dei-matters#:~:text=Diversity%20in%20the%20workplace%20is,a%20mosaic%20 known%20as%20diversity.
  • Sengupta, E., Blessinger, P., Hoffman, J. & Makhanya, M. (2019). Introduction to Strategies for Fostering Inclusive Campuses in Higher Education. In J. Hoffman, P. Blessinger, & M. Makhanya (Eds.), Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 17) (pp. 3–14). Emerald Publishing Limited, Bingley.
  • Stanford University (2023). Stanford Pride. Retrieved from https://queer.stanford.edu/community/stanford-pride.
  • State (2022). 2021 Report on International Religious Freedom: Turkey. Retrieved from https://www.state.gov/ reports/2021-report-on-international-religious-freedom/turkey.
  • Stewart, D. W. & Shamdasani, P. N. (2014). Focus groups: Theory and practice (3rd ed.), SAGE Publications, California.
  • Taherdoost, H. (2016). Sampling methods in research methodology; how to choose a sampling technique for research. International Journal of Academic Research in Management (IJARM), 5, 18-27.
  • Tamtik, M. & Guenter, M. (2019). Policy analysis of equity, diversity and inclusion strategies in Canadian universities – how far have we come? Canadian Journal of Higher Education, 49(3), 41–56.
  • Tavares, V. (2021). Feeling excluded: International students experience equity, diversity, and inclusion. International Journal of Inclusive Education, 10(2), 1–18.
  • Thomson, A., Palmén, R., Reidl, S., Barnard, S., Beranek, S., Dainty, A. R. J., & Hassan, T. M. (2022). Fostering collaborative approaches to gender equality interventions in higher education and research: The case of transnational and multi-institutional communities of practice. Journal of Gender Studies, 31(1), 36–54.
  • Tracy, S. J. (2013). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact.Wiley-Blackwell, Hoboken, NJ.
  • Tudor, A. (2021). Decolonizing trans/gender studies? Teaching gender, race, and sexuality in times of the rise of the global right. Transgender Studies Quarterly, 8(2), 238–256.
  • University of Michigan (2023a). Diversity, Equity & Inclusion. Retrieved from https://diversity.umich.edu.
  • University of Michigan (2023b). Diversity, Equity & Inclusion Strategic Plan. Retrieved from https://diversity. umich.edu/strategic-plan/dei-2/dei-2-0-transition-resources.
  • Wong, B., Elmorally, R., Copsey-Blake, M., Highwood, E., & Singarayer, J. (2021). Is race still relevant? Student perceptions and experiences of racism in higher education. Cambridge Journal of Education, 51(3), 359– 375.
  • Woodhead, E.L., Chin-Newman, C., Spink, K., Hoang, M., & Smith, S. A. (2021). College students’ disclosure of mental health problems on campus. Journal of American College Health, 69(7), 734–741.
  • Worthington, R. L. & Stanley, C. A. (2020). Advancing the professionalization of diversity officers in higher education: Report of the presidential task force on the revision of the NADOHE standards of professional practice. Journal of Diversity in Higher Education, 13(1), 1–22.
  • Ye, S. (2018). Trust, Social Support and Adaptation: A Study of International Students in Japan. International Journal of Culture and History, 4(2), 13–18.
  • Yücel, F. H. (2023). Yükseköğretimde kapsayıcılık, çeşitlilik, eşitlik, erişim ve uluslararasılaşmaya yönelik yenilikçi politikalar ile uygulamalar. Uluslararası Eğitim Bilimleri Dergisi, 10(36), 343-364.

UNVEILING STUDENT EXPERIENCES WITH CAMPUS DIVERSITY, EQUITY, AND INCLUSION – A CASE OF A TURKISH FOUNDATION UNIVERSITY

Year 2025, Volume: 10 Issue: 1, 95 - 114, 23.06.2025

Özge Yanıkoglu , Sena Kılıç

https://doi.org/10.54452/jrb.1496507

Abstract

The aim of this study is to explore university students' experiences with bias, discrimination, exclusion, and marginalization within their campus environment. By shedding light on individual experiences, this study contributes to the existing literature on the subject and provides valuable recommendations for universities to foster a more inclusive and supportive campus atmosphere. The study utilized a focus group approach involving ten international and national students at a foundation university in Istanbul, Turkey. Research findings showed biased attitudes towards international students in academic and social realms, leading to their alienation and exclusion. This divide was further amplified by language barriers, hindering international students' engagement in courses and related activities. Equally concerning were mental health issues resulting from rigorous academic demands, which imposed substantial stress and highlighted faculty and staff's inadequate familiarity with mental health concerns. Instances of exclusion based on religious and gender identities further underscored the need for a more inclusive and empathetic campus environment. Research findings can inform policy decisions and guide institutional practices to enhance access, retention, and success rates for marginalized and underrepresented groups.

Keywords

Diversity equity ınclusion higher education ınternational students language barrier

References

  • Aune, K. (2017, April 13). How can universities tackle religious discrimination? The Guardian. Retrieved from https://www.theguardian.com/higher-education-network/2017/apr/13/how-can-universities-tackle-religious-discrimination.
  • Baumeister, R. F. & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529.
  • Bhowmik, M. K. & Kennedy, K. J. (2022). Reconceptualization of support and policy for minoritised students with dis/abilities in Hong Kong. Cambridge Journal of Education, 52(4), 519–537.
  • Bleich, M. R., MacWilliams, B. R., & Schmidt, B. J. (2015). Advancing diversity through inclusive excellence in nursing education. Journal of Professional Nursing, 31(2), 89-94.
  • Brancaccio-Taras, L., Awong-Taylor, J., Linden, M., Marley, K., Reiness, C. G., & Uzman, J. A. (2022). The PULSE diversity equity and inclusion (DEI) rubric: A tool to help assess departmental DEI efforts. Journal of Microbiology & Biology Education, 23(3).
  • Brown, M. G., Wohn, D. Y., & Ellison, N. (2016). Without a map: College access and the online practices of youth from low-income communities. Computers & Education, 92, 104-116.
  • Bruffaerts, R., Mortier, P., & Kiekens, G. (2018). Mental health problems in college freshman: prevalence and academic functioning. Journal of Affective Disorders, 225, 97-103.
  • Bulut Şahin, B., & Eriçok, B. (2023). Türkiye’de yükseköğretimin uluslararasılaşmasında ulusal stratejiler ve kurumsal yönetim. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 13(3), 1915-1937.
  • Clayton, T. F. (2021, January 13). Refocusing on Diversity, Equity, and Inclusion During the Pandemic and Beyond: Lessons from a Community of Practice. Higher Education Today. Retrieved from https://www. higheredtoday.org/2021/01/13/refocusing-diversity-equity-inclusion-pandemic-beyond-lessons-community-practice.
  • Cornwall, A. (2020, January 13). Mentoring Underrepresented Minority Students. Inside Higher Education. Retrieved from https://www.insidehighered.com/advice/2020/01/13/advice-mentoring-underrepresented-minority-students-when-you-are-white-opinion.
  • De Wit, H. (2020). Internationalization of Higher Education. Journal of International Students, 10(1), i–iv.
  • Direito, I., Chance, S., Craps, S., Economides, S., Isaac, S. and Jolly, A. (2021). Diversity, equity, and inclusion in engineering education: an exploration of european higher education institutions’ strategic frameworks, resources, and initiatives. SEFI 49th Annual Conference: Blended Learning in Engineering Education: Challenging, Enlightening-and Lasting, Technische Universität Berlin.
  • Edmunds, H. (2000). The focus group research handbook. McGraw-Hill, New York.
  • Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teaching of Psychology, 48(1), 69-79.
  • Genitin, E. (2022). What Do Turkish People Look Like? With Pictures and History. Visit Local Turkey. Retrieved from https://visitlocalturkey.com/what-do-turkish-people-look-like.
  • Guest, G., Namey, E., & McKenna, K. (2017). How many focus groups are enough? Building an evidence base for nonprobability sample sizes. Field methods, 29(1), 3-22.
  • Harvard University (2023). Anonymous Reporting Hotline. Retrieved from https://reportinghotline.harvard.edu.
  • COHE (2017). Yükseköğretimde uluslararasılaşma strateji belgesi 2018 – 2022 [The Internationalization Strategy Document in Higher Education 2018-2022]. Retrieved from https://www.yok.gov.tr/Documents/ AnaSayfa/Yuksekogretimde_Uluslararasilasma_Strateji_Belgesi_2018_2022.pdf.
  • COHE (2022). Uyruğa Göre Öğrenci Sayıları Raporu 07-04-2023 [Number of Students by Nationality Report 07-04-2023]. Retrieved from https://istatistik.yok.gov.tr.
  • Heinz, K. (2022). What Does Diversity, Equity and Inclusion (DEI) Mean in the Workplace? Builtin. Retrieved from https://builtin.com/diversity-inclusion/what-does-dei-mean-in-the-workplace
  • Houle, J. N. (2014). Disparities in dbt: Parents’ socioeconomic resources and young adult student loan debt. Sociology of Education, 87(1), 53–69.
  • Hu, S. (2014). Pretesting. In A. C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-Being Research (pp. 5048–5052). Springer, Dordrecht.
  • Imperial College (2023). Microaggressions – what you should know. Retrieved from https://www.imperial.ac.uk/engineering/staff/human-resources/microaggressions.
  • Islama, M. & Mercer-Mapstoneb, L. (2021). University is a non-Muslim experience, you know? The experience is as good as it can be’: Satisfied settling in Muslim students’ experiences and implications for Muslim student voice. British Educational Research Journal, 47(5), 1388–1415.
  • Knight, J. (2011). Five myths about internationalisation. International Higher Education, 62(Winter), pp. 14–15.
  • Koo, K. K., Yao, C. W., & Gong, H. J. (2021). ‘It is not my fault’: Exploring experiences and perceptions of racism among international students of color during COVID-19. Journal of Diversity in Higher Education, 16(3), 284-296.
  • Krueger, R. A. (1994). Focus groups: A practical guide for applied research. SAGE, London.
  • Lange, A. C., Duran, A., & Jackson, R. (2019). The state of LGBT and queer research in higher education revisited: Current academic houses and future possibilities. Journal of College Student Development, 60(5), 511–526.
  • Liou, D. D., Martinez, J. A. L., & Rotheram-Fuller, E. (2021). Latinas at a Hispanic-serving institution: Resilient resistance affirming race–gender expectancies for college attainment. Journal of Diversity in Higher Education, 16(3), 333–345.
  • Mahmud, A., & Gagnon, J. (2020). Racial disparities in student outcomes in British higher education: examining Mindsets and bias. Teaching in Higher Education, 28(2), 254-269.
  • Moriña, A. (2017). Inclusive education in higher education: challenges and opportunities. European Journal of Special Needs Education, 32(1), 3–17.
  • Morgan D. L. (1997). Focus groups as qualitative research. SAGE, California.
  • Morris, C., Hinton-Smith, T., Marvell, R., & Brayson, K. (2022). Gender back on the agenda in higher education: Perspectives of academic staff in a contemporary UK case study. Journal of Gender Studies, 31(1), 101– 113.
  • O’Leary, S., Shapiro, C., & Toma, S. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM Education, 7(32).
  • Ozturk, M. B. (2011). Sexual orientation discrimination: exploring the experiences of lesbian, gay and bisexual employees in Turkey. Human Relations, 64(8), 1099-1118.
  • Park, H., Lee, M. J., Choi, G. Y., & Zepernick, J. S. (2017). Challenges and Coping Strategies of East Asian Graduate Students in the United States. International Social Work, 60(3), 733–749.
  • Rosencrance, L. (2021). Diversity, equity and inclusion (DEI). TechTarget. Retrieved from https://www.techtarget.com/searchhrsoftware/definition/diversity-equity-and-inclusion-DEI.
  • St. Bonaventure University (2022). Diversity, Equity, and Inclusion: why it matters? Retrieved from https://online. sbu.edu/news/why-dei-matters#:~:text=Diversity%20in%20the%20workplace%20is,a%20mosaic%20 known%20as%20diversity.
  • Sengupta, E., Blessinger, P., Hoffman, J. & Makhanya, M. (2019). Introduction to Strategies for Fostering Inclusive Campuses in Higher Education. In J. Hoffman, P. Blessinger, & M. Makhanya (Eds.), Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 17) (pp. 3–14). Emerald Publishing Limited, Bingley.
  • Stanford University (2023). Stanford Pride. Retrieved from https://queer.stanford.edu/community/stanford-pride.
  • State (2022). 2021 Report on International Religious Freedom: Turkey. Retrieved from https://www.state.gov/ reports/2021-report-on-international-religious-freedom/turkey.
  • Stewart, D. W. & Shamdasani, P. N. (2014). Focus groups: Theory and practice (3rd ed.), SAGE Publications, California.
  • Taherdoost, H. (2016). Sampling methods in research methodology; how to choose a sampling technique for research. International Journal of Academic Research in Management (IJARM), 5, 18-27.
  • Tamtik, M. & Guenter, M. (2019). Policy analysis of equity, diversity and inclusion strategies in Canadian universities – how far have we come? Canadian Journal of Higher Education, 49(3), 41–56.
  • Tavares, V. (2021). Feeling excluded: International students experience equity, diversity, and inclusion. International Journal of Inclusive Education, 10(2), 1–18.
  • Thomson, A., Palmén, R., Reidl, S., Barnard, S., Beranek, S., Dainty, A. R. J., & Hassan, T. M. (2022). Fostering collaborative approaches to gender equality interventions in higher education and research: The case of transnational and multi-institutional communities of practice. Journal of Gender Studies, 31(1), 36–54.
  • Tracy, S. J. (2013). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact.Wiley-Blackwell, Hoboken, NJ.
  • Tudor, A. (2021). Decolonizing trans/gender studies? Teaching gender, race, and sexuality in times of the rise of the global right. Transgender Studies Quarterly, 8(2), 238–256.
  • University of Michigan (2023a). Diversity, Equity & Inclusion. Retrieved from https://diversity.umich.edu.
  • University of Michigan (2023b). Diversity, Equity & Inclusion Strategic Plan. Retrieved from https://diversity. umich.edu/strategic-plan/dei-2/dei-2-0-transition-resources.
  • Wong, B., Elmorally, R., Copsey-Blake, M., Highwood, E., & Singarayer, J. (2021). Is race still relevant? Student perceptions and experiences of racism in higher education. Cambridge Journal of Education, 51(3), 359– 375.
  • Woodhead, E.L., Chin-Newman, C., Spink, K., Hoang, M., & Smith, S. A. (2021). College students’ disclosure of mental health problems on campus. Journal of American College Health, 69(7), 734–741.
  • Worthington, R. L. & Stanley, C. A. (2020). Advancing the professionalization of diversity officers in higher education: Report of the presidential task force on the revision of the NADOHE standards of professional practice. Journal of Diversity in Higher Education, 13(1), 1–22.
  • Ye, S. (2018). Trust, Social Support and Adaptation: A Study of International Students in Japan. International Journal of Culture and History, 4(2), 13–18.
  • Yücel, F. H. (2023). Yükseköğretimde kapsayıcılık, çeşitlilik, eşitlik, erişim ve uluslararasılaşmaya yönelik yenilikçi politikalar ile uygulamalar. Uluslararası Eğitim Bilimleri Dergisi, 10(36), 343-364.
There are 55 citations in total.

Details

Primary Language English
Subjects Business Administration
Journal Section Articles
Authors

Özge Yanıkoglu 0000-0001-9277-6268

Sena Kılıç 0000-0002-0423-0394

Publication Date June 23, 2025
Submission Date June 7, 2024
Acceptance Date February 14, 2025
Published in Issue Year 2025 Volume: 10 Issue: 1

Cite

APA Yanıkoglu, Ö., & Kılıç, S. (2025). UNVEILING STUDENT EXPERIENCES WITH CAMPUS DIVERSITY, EQUITY, AND INCLUSION – A CASE OF A TURKISH FOUNDATION UNIVERSITY. Journal of Research in Business, 10(1), 95-114. https://doi.org/10.54452/jrb.1496507