Program
Education Doctorate
Year Approved
2017
First Advisor
Zalanga, Samuel
Abstract
Higher education institutions are experiencing the need to advance their understanding of diversity and inclusion on campus. Therefore, this study was to explore the experiences and challenges of minority students in the undergraduate programs of a Faith-based Private University. This case study utilized interviews and focus group methods to understand the challenges and experiences of Asians, Hispanics, Latinos, Africans/African Americans, Native Americans, and other Minority students currently in the undergraduate programs of a Faith-based higher education institution. Responses were collected through interviews from two alumni of the College of Arts and Sciences (CAS) programs of the institution. Historical records were reviewed to understand key events that involved minority students, and how the institution responded to them over time, including leadership practices and policy changes that resulted due to the issues or incidences. Participants were 18 years and above. Ten College of Arts and Science current students participated in focus groups. Three faculty and nine staff members participated in face-to-face interviews. Data from the interviews, and focus group meetings were transcribed verbatim, coded, and analyzed using the Constant Comparative method of data analysis. Based on the findings of the research, the result indicated that the administration and the environment are trending toward positive inclusive practices, but the pace is slow, with no sense of urgency. However, the institution is committed in creating a welcoming environment for all students.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Recommended Citation
Abiaziem, C. O. (2017). Creating an Inclusive School Environment and Experience for Minority Students in a Faith-based University: a Case Study of Undergraduate Programs [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/5
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.