Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Science

Program

Health and Rehabilitation Sciences

Supervisor

Irwin, Jennifer D.

Abstract

This study’s primary purpose was to assess, quantitatively, the relationship between Ontario undergraduates’ levels of resilience and experiences of diversity and inclusion, and to identify demographic factors most associated with these outcomes. The secondary purpose was to explore, qualitatively, students’ experiences of diversity and inclusion and their perspectives on how these experiences influenced their resilience. Demographic questions, three scales, and (focus group and individual) interviews were used. Undergraduates (n = 276) from 19 Ontario universities completed the survey. Pearson’s correlation revealed a positive relationship between resilience and experiences of diversity and feelings of inclusion. Demographics indicative of equity-deserving group membership were most associated with levels of resilience, experiences of diversity, and feelings of inclusion. Through interviews (n = 25), students described mostly positive experiences of diversity at university, with room for improvement regarding inclusion experiences. These findings can inform meaningful institutional practices to advance undergraduates’ experiences of diversity and inclusion.

Summary for Lay Audience

Undergraduate students’ stressors during and following the transition from high school to university can include moving away from family and friends to a new campus, managing expenses, and maintaining an increased academic workload. These stressors can deplete students’ resilience (i.e., their ability to bounce back in the face of adversity). Despite undergraduates experiencing similar stressors to each other, their levels of resilience are influenced by individual and environmental factors. By recognizing various influences on resilience levels, the experiences of equity-deserving students (i.e., students from communities that have been historically disadvantaged and underrepresented) are of heightened concern due to the adversity that individuals of diverse identities face. Diversity refers to the presence of differences within a specific group, while inclusion occurs when individuals sense that their identities and ideas are accepted, they feel a part of a larger society, and feel that their opinions are welcomed. Given the positive outcomes associated with diversity and inclusion, undergraduates’ experiences of diversity and inclusion might influence students’ resilience. Therefore, the purpose of the current study was to assess the relationship between Ontario undergraduate university students’ levels of resilience and their experiences of diversity and inclusion, and to identify demographic factors most associated with these outcomes. This study also explored Ontario undergraduate university students’ experiences of diversity and inclusion and their perspectives on how these experiences influenced their resilience. Data were collected using quantitative (demographic questions, three scales) and qualitative (focus group and individual interviews) methods. Undergraduate students (n = 276) from 19 universities across Ontario completed the survey. Students in this study had levels of resilience that were positively correlated with their experiences of diversity and feelings of inclusion. Intersectional demographic characteristics that identify equity-deserving group membership were most associated with levels of resilience, experiences of diversity, and feelings of inclusion. Through interviews, students described mostly positive experiences of diversity at university and noted room for improvement pertaining to their experiences of inclusion. These findings should be considered to inform meaningful institutional practices that can advance the integrated experiences of diversity and inclusion among undergraduate university students and improve their levels of resilience.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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