The cracking, colourful facade: the performative inclusivity and realities of marginalized students in Dutch higher education

Purpose This paper aims to explore the gap between the inclusion policies of Dutch universities and the experiences of students. It seeks to provide a deeper understanding of student experiences, using an intersectional lens that considers nationality, ethnicity, gender, sexuality, socio-economic class, religion, first-generation student status and disability status. Design/methodology/approach A qualitative approach was adopted, including semi-structured interviews, qualitative surveys, non-participant observations and auto-ethnographic inspiration. Findings Students from diverse backgrounds face microaggressions and alienation in predominantly White spaces, with these inequalities hidden behind bureaucratic barriers such as privacy laws and ineffective complaint procedures, revealing university policies as a façade. Social implications This study highlights the need to explore underlying mechanisms of exclusion in higher education and amplify student voices to better understand the experiences of marginalized students, moving beyond inclusivity de jure. Originality/value This study emphasizes the importance of exploring both university policies and students’ experiences, revealing a significant gap in current understanding of policy versus practice when looking beyond the colourful façade of universities.