Exploring the relationship between Ontario undergraduate university students' levels of resilience and their experiences of diversity and inclusion.
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| Title: | Exploring the relationship between Ontario undergraduate university students' levels of resilience and their experiences of diversity and inclusion. |
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| Authors: | Ahluwalia, Manvir (AUTHOR), Burke, Shauna (AUTHOR), Levine, Alexandra T. (AUTHOR), Irwin, Jennifer D. (AUTHOR) |
| Source: | Journal of American College Health. Feb2026, Vol. 74 Issue 2, p367-381. 15p. |
| Subjects: | Psychological resilience, Pearson correlation (Statistics), Diversity & inclusion policies, Qualitative research, Undergraduates, Quantitative research, Descriptive statistics, Experience, Students, Research methodology, College students, Sociodemographic factors, Student attitudes, Factor analysis, Data analysis software |
| Geographic Terms: | Ontario |
| Abstract: | Objective: The primary purpose was to assess, quantitatively, the relationship between levels of resilience and experiences of diversity and inclusion among students, and identify demographic factors most associated with these outcomes. The secondary purpose was to explore, qualitatively, students' experiences of diversity and inclusion and their perspectives on how these experiences influenced their resilience. Participants: Undergraduates (n = 276) from 19 universities in Ontario, Canada. Methods: Mixed methods using demographic questions, three validated scales (measuring resilience, diversity, and inclusion), and interviews. Results: Significant positive correlations were found between resilience and experiences of diversity and feelings of inclusion. Significant associations were found between demographics indicative of equity-deserving group membership and these outcomes. Through interviews (n = 25), students described mostly positive experiences of diversity at university, with room for improvement regarding inclusion experiences. Conclusion: The relationship between resilience and diversity and inclusion can inform meaningful institutional practices to advance undergraduates' experiences. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of American College Health is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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