Diversity climate and experiences of discrimination in higher education: quantitative assessment of students’ perceptions

Purpose Demands for diversity recognition and equal opportunities are increasing in German higher education, accompanied by growing research interest in diversity climate and discrimination. Diversity climate refers to the collective perception of how diversity is acknowledged and integrated within organisations. This study aims to examine whether perceptions of diversity climate are influenced by individuals’ diversity characteristics and/ or their experiences of discrimination. Design/methodology/approach Cross-sectional data from students (N = 473) at the University of Applied Sciences in Hamburg, Germany were collected via an online survey. Analyses included descriptive statistics, Mann–Whitney U test, Spearman’s correlation, analysis of variance and ordinal logistic regression to examine how diversity characteristics and discrimination experiences relate to students’ perceptions of the diversity climate. Findings Significant correlations were found between several diversity characteristics and discrimination experiences, and between discrimination experiences and perceptions of diversity climate (p < 0.001). In contrast, no significant associations emerged between diversity characteristics and diversity climate. Regression identified discrimination experience as a key predictor of diversity climate [odds ratio (ORs): 1.97, 95%, CI: 0.266–1.086, p = 0.001], explaining 6% of its variance (R2 = 0.06). Originality/value Students’ perceptions of the diversity climate are primarily shaped by their experiences of discrimination rather than by their diversity characteristics. These findings highlight the need for higher education institutions to move beyond symbolic diversity commitments and implement structural, anti-discriminatory measures that address the lived experiences of exclusion and foster a genuinely inclusive academic environment.