Race and Gender-Based Differences in Perceptions of DEI Among School Students in Michigan

Background/Purpose

Policies and interventions promoting equitable and inclusive school environments are an important protective factor for youth, especially those from diverse racial/ethnic backgrounds. Schools play an important developmental role in students' identity development, perceptions, and responses to violence like bullying and discrimination. Research examining the differential impact of equity and inclusion-based interventions and policies within schools for racial and ethnic minority youth has shown that they often bear a disproportionate impact of violence within school settings. This study investigates differences in perceptions of inclusion, diversity, and equality by race/ethnicity and by gender identity across seven demographically distinct school districts in Michigan.

Methods

The research used primary data obtained via a cross-sectional survey including 725 middle and high school students, selected randomly from participating schools. The study examined two independent variables: race/ethnicity and gender identity. Race/ethnicity categories were coded as follows: 0 (Native American/American Indian/Alaska Native), 1 (Asian American), 2 (Black/African American/Caribbean American), 3 (White/Caucasian), 4 (Arab American/Chaldean), and 5 (Other). Gender identity categories were coded as: 1 (Male), 2 (Female), 3 (non-binary), 4 (Transgender), and 5 (Others). The inclusion perception scale comprised four items, with lower scores indicating negative perceptions. Student equality was assessed through a six-item measure, evaluating experiences of bullying based on race/ethnicity, sexual orientation, gender identity, and disability status, with responses ranging from 1 (Never) to 4 (Always). Perceptions of student diversity were gauged using a five-item measure, where lower scores suggested negative perceptions, and higher scores suggested positive perceptions of diversity among peers.

Results

Bivariate analysis was conducted using ANOVA on SPSS for race/ethnicity and gender identity on each of the three outcomes. Differences by race/ethnicity and gender identity were assessed for perceptions of inclusion, equality, and diversity respectively. Bivariate analysis of race/ethnicity on each outcome revealed a statistically significant difference only on perceptions around school inclusion (p < .001). Pairwise comparisons using the Tukey correction revealed that scores were significantly different between students who identified as White/Caucasian and Other. However, gender identity had a statistically significant interaction with perceptions of student inclusion scale (p < .001) for those who identified as White and Other. It also had a statistically significant interaction with the perceptions of student diversity scale (p < .001) and pairwise comparison using Tukey revealed significant differences between Male & Female, Male & Non-binary, and Male & Transgender. Gender also had a significant interaction (p < .001) with perceptions of the student equality scale wherein pairwise comparisons revealed significant differences between Male & Female; Male & Non-binary; Male & Other students.

Conclusion and Implications

The study offers insight into varying views on diversity, inclusion, and equality among students. White respondents expressed less favorable perceptions of inclusion than those categorized as Other. Females, non-binary individuals, and transgender people reported negative views on diversity, inclusion, and equality compared to males. The findings emphasize the importance of broadening social interventions and improving cultural responsiveness to tackle equity and inclusion issues, considering intersecting identities like race/ethnicity and gender.