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  • The Critical Role of Faculty as Buffering the Impact of Discrimination on College Student Aspirations

    Article thumbnail: The Critical Role of Faculty as Buffering the Impact of Discrimination on College Student Aspirations
    Type:
    Article
    Description/Abstract:
    While most like to consider college and university campuses safe from discrimination, research demonstrates this is unfortunately not true. We know students with minority group status experience discrimination on campus at an alarming rate. Years of research has demonstrated the negative effects of experiencing discrimination on students’ well-being, sense of belonging, and future aspirations. However, research has also shown positive impacts that faculty relationships can have on students’ motivation, academic achievement, persistence, and aspirations. Faculty serve as institutional agents within the university, so they have considerable influence over students’ satisfaction with their university experience and overall wellness. Thus, this study investigates the extent to which college students’ trust in faculty acts as a buffer against the negative impacts of discrimination. Results of this research indicate a strong relationship between experiencing discrimination and feelings of stress and decreased sense of belonging, and that increased stress and decreased belonging negatively affect students’ future aspirations. However, our findings demonstrate that trust in faculty mitigates the negative effects of discrimination and can reduce feelings of stress and increase feelings of belonging, thereby increasing students’ future aspirations. Our findings demonstrate the important role faculty play in creating an affirming climate for students on college campuses.
    Creator/Author:
    Mason, Lauren; Vason, Tyra; Faller, S. Elisabeth (Beth); Campbell, Kristen, and Chrobot-Mason, Donna
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    01/03/2024
    Date Modified:
    01/03/2024
    Date Created:
    2023-08-30
    License:
    All rights reserved

  • Immersive Inclusion: Diversity and Inclusion Training Using Virtual Reality

    Document thumbnail: Immersive Inclusion: Diversity and Inclusion Training Using Virtual Reality
    Type:
    Document
    Description/Abstract:
    An exploration of the use of virtual reality technology in the context of diversity and inclusion training. This manuscript describes two studies: Study 1 was longitudinal and investigated the impacts of a VR-based bias training. Cognitive and affective empathy levels and impact on behavior, attitude, and knowledge before and after the training were measured to test the hypotheses that (H1) cognitive empathy levels would increase and (H2) individuals with higher initial levels of empathy would demonstrate more pronounced changes in cognitive empathy following the training. H1 was supported but larger changes were found in affective empathy levels. H2 was also supported as individuals with higher initial empathy levels showed higher levels of cognitive empathy after the training compared to individuals with lower initial empathy levels. However, again, larger differences were found in affective empathy levels. Qualitative data revealed a lasting impact nine weeks after the training that was not present in the quantitative data. Study 2 surveyed healthcare professionals who previously participated in a VR-based DEI training that focused on social determinants of health and empathy in healthcare professionals. The purpose of this study was to gain insight into the longitudinal impacts of a VR-based DEI training by gathering qualitative data from the participants at least a year after they went through the training. The respondents reported a lasting influence from the training. Reasons for the discrepancy between the qualitative and quantitative results are discussed as are implications for organizations and future DEI training development and research.
    Creator/Author:
    Mason, Lauren
    Submitter:
    Lauren Mason
    Date Uploaded:
    02/08/2023
    Date Modified:
    02/08/2023
    Date Created:
    2022
    License:
    Attribution 4.0 International