Diversity climate at German universities: a cross-sectional study among students in health-related subjects.

Background: Diversity is crucial in higher education, in particular in the context of healthcare education, where inclusive and non-discriminatory learning environments not only promote equity but also ensure that future healthcare professionals are equipped with the necessary expertise to meet the needs of diverse patient groups. While awareness of diversity issues has increased within higher education, there is still a lack of empirical research on how diversity is perceived and experienced within German universities Aim of the study: This study aimed to assess the perceived diversity climate among students in health-related degree programs across Germany. Methods: A national cross-sectional online survey was conducted between January and April 2024, targeting students in health-related subjects at German universities. The survey collected data on students’ sociodemographic and educational background, perception of the diversity climate, sense of belonging within their academic environment levels of work, engagement and enthusiasm for their studies, generalized self-efficacy and general academic self-efficacy were assessed. Participants were recruited through (federal) student councils, social media and personal networks. The present data were analyzed descriptively. Results: In total, N=987 participants were included in the study across all federal states. Nearly one-third (28%) experienced discrimination, mostly because of their gender, appearance (e.g., body shape or height), mental health issues or race. Additionally, 45% had witnessed discrimination toward others, most frequently due to race, gender, appearance, or mental health issues. The highest perceived diversity at students’ universities was reported in relation to sexual orientation (M = 2.72, SD = 0.84) and age (M = 2.62, SD = 0.82), while the lowest was associated with physical health and impairment (M = 1.83, SD = 0.78). The mean score for students' sense of belonging was M = 5.2/7 (SD = 1.47). Participants rated the value of diversity in academic and social contexts highly (M = 4.16/5, SD = 0.78). Levels of study engagement were moderate (M = 4.54/7, SD = 1.14), while both generalized (M = 3.97/5, SD = 0.63) and academic self-efficacy (M = 3.96/5, SD = 0.63) were high. Implications for research and practice: The findings highlight the importance of actively promoting a diverse university climate. Although participants generally recognize the value of diversity, the high prevalence of experienced and observed discrimination demonstrates a clear need for targeted interventions, such as diversity training for staff and students and including diversity-related topics in institutional policies and curricula.