Undergraduates’ Perceived Prejudice, Discrimination, and Equity: Corroborative Evidence for Educational Resources and Programming

• In Event: Roundtable Session 85
  In Roundtable Session: Antiracism, Diversity, and Critical Race Theory: Perceptions From the Field

Abstract

Undergraduates’ perceived prejudice, discrimination, and equity at a Southwest university, signaled further need for supporting educational resources, services, and programming. Results in mixed-method responses from focus groups and 399 surveys corroborated, indicating needed programs to challenge and change undergraduates’ biases and misconceptions of others to confront perceived-witnessed prejudice and discrimination on campus. Corroboration in predictive models and themes confirmed perceived: witnessed prejudice and discrimination; diversity; civil rights; and support in educational services for disadvantaged groups. Thus reported education-related experiences creating meaningful learning and interaction among students of different backgrounds, showed greatest potential to enact positive change. Findings substantiate educators and administrators’ future policy decisions ensuring college students attain greater equity through resources and programming, aimed at mitigating campus discrimination.

Authors

• Deborah Levine-Donnerstein, The University of Arizona

• Christine Nicole Calderon, The University of Arizona

• Melissa Ousley, Ph.D., The University of Arizona

• Jessie Antonellis, Little Priest Tribal College

• Zachary Nicolazzo, The University of Arizona