Conceptions of Inclusivity among Middlebury College Students

The purpose of this research is to document Middlebury College student’s understandings of the term “inclusivity” and to gather student-generated examples and strategies that can promote inclusivity on campus. In... [ view full abstract ]

The purpose of this research is to document Middlebury College student’s understandings of the term “inclusivity” and to gather student-generated examples and strategies that can promote inclusivity on campus. In interviews with 35 students across class years and from a variety of racial/ethnic and gender backgrounds, we asked the students to define inclusivity and describe what they believe inclusivity looks like on campus. Additionally, we encouraged the participants to share any experiences of inclusive and non-inclusive environments on campus, and asked what roles professors play in academic environments. The results of have demonstrated that the participants often have a hard time defining inclusivity, but are also able to provide vivid examples of ways to be more inclusive on campus. Many responses tended to define inclusivity as it relates to respecting among one another, feeling comfortable in their environment, and being mindful of differences in other's identities. Students touched on a number of themes, such as mental health, power structures in the classrooms, and free speech on campus in their responses. The findings from the study may inform future policies, programming, and/or curricular development related to diversity and inclusion at Middlebury College.