These questions provide space for students to remark about their perceptions of the campus climate and their experiences with peers, faculty, and administration. Utilizing student comments can enhance institutions' assessments of equity and inclusion by providing in-depth accounts of diversity issues students face on campus or by highlighting laudable efforts already in place. Our analysis of the NSSE 2021 comments identified topics related to inclusion and equity that were common across institutions, including the need for more representation amongst students, faculty, and staff holding minoritized identities; improved cultural competency in engagement efforts; and criticism of institutions that dismiss social issues related to race and diversity.

An institution’s student comment data may reveal its own pattern of DEI-related issues that deserve exploration and attention. For example, the student voices below point to recommendations for improving inclusion and equity:

“More conversations in class about diversity, equity, and inclusion and how it connects to that specific discipline.”

“Showing more advocacy towards diversity equity and inclusion that it not solely the responsibility of student organizations or clubs would be something that would make campus more inclusive.”

“My most satisfying experience was leading a group to create an LGBTQIA+ Living Learning Community....the Housing department and multiple faculty and staff members supported and worked on the project. Seeing fundamental change at your university as a result of your hard work felt incredibly satisfying.”

“The University could be more progressive on behalf of its minority populations, specifically in terms of race and LGBT+ issues. I was very lucky to be a part of a department filled with wonderful professors who genuinely cared about their students and were open-minded in their classroom discussions.”

“The demographic of students, faculty, and staff at the university is very disappointing. It's very hard to find other people of my race to connect with on-campus because it's a PWI and remains one of the most diverse schools in my state. I wish I wasn't often the only black person in my class, or even the only person of color in my class. That can be really disheartening and discouraging when I want to connect with other students or faculty because I feel like I can't relate to them and I don't feel represented, especially in my fields of study, as much as I wanted to in college.”

Such comments could be featured in the context of numerical information or can help enliven conversations about results and remind audiences of the individuals behind the numbers. Student comments can be further analyzed for sentiment, equity themes, or by social identity groups (Kinzie, Silberstein & Palmer, 2021). Analyses to examine diversity and equity could be narrowed demographically to focus on comments from a subpopulation. Student comments can reveal or amplify insights, offering colleges and universities an opportunity to explore further through follow-up surveys or engaging students directly in interviews or focus groups.

Commitments to equity and inclusion support the elevation of student voices in assessment. Including students’ comments and identities in assessment analyses, reports, and discussions helps validate these students as experts in their learning and as vital sources of information about the campus climate for diversity, equity, and inclusion.

References

Hussain, M., & Jones, J. M. (2021). Discrimination, diversity, and sense of belonging: Experiences of students of color. Journal of Diversity in Higher Education, 14(1), 63.

Kinzie, J., Silberstein, S. & Palmer, D. (2021). Elevating student voice in Assessment: Approaches to using NSSE's student comments. Assessment Update, 33(2), 1-2,15-16.

Koo, K. K. (2021). Am I welcome here? Campus climate and psychological well-being among students of color. Journal of Student Affairs Research and Practice, 58(2), 196-213.