Bridging Belonging: Analyzing Student Perceptions of Inclusivity at Queen’s University

Background: With a rapidly evolving demographic in the student body at Queen’s University, this study explores the ways students conceptualize inclusivity, both positively and negatively, and examines its implications in their academic and social experiences. This study was developed using the EDIIA framework defining inclusivity as the degree individuals from diverse backgrounds feel welcomed, respected, and supported within the Queen’s community. Methodology: A survey-based observational study was completed, sampling 50+ students from the Queen’s University community from all degree programs and years of study. The survey was shared online using Instagram and in-person at the TEDxQueensu Conference and Student Life Centre. Students were asked to anonymously complete the survey using Microsoft Forms. The survey consisted of 16 questions both qualitative and quantitative, incorporating Likert Scales and open-ended responses. The survey was designed to assess student demographic factors as well as their sense of inclusivity within Queen’s university. Results: Preliminary analysis indicated mean participant age was 19 years, with a modal age of 18 years. The most represented faculties were Health Sciences, and Arts and Science, with a notable proportion of respondents identifying as second-generation university students. Anticipated themes include faculty-based variations in inclusivity perceptions, cultural background influences on social belonging, and disparities in academic engagement. Responses will be analyzed to assess frequency and impact of experiences with microaggressions, exclusionary behaviors, and barriers to cross-cultural interactions on campus inclusivity. Significance: By identifying both systemic strengths and areas of exclusion related to inclusivity at Queen’s, we hope our findings will serve as a catalyst for driving meaningful change that bridges existing gaps within the campus community. Beyond highlighting student perspectives, this research has the potential to inform targeted EDIIA initiatives, reshape institutional policies, and drive cultural transformation in the Queen’s community, ultimately fostering a more supportive and safe environment for all students.