Interdisciplinary Approaches to Social Inquiry

Part 1: Situated Position

Research Topic: The Impact of Campus Diversity Initiatives on Student Experiences and Academic Outcomes

Research Questions:

1. How do campus diversity initiatives, such as multicultural clubs, inclusive curriculum, and support services, influence students’ experiences from marginalized backgrounds?
2. What advantages and difficulties do students and faculty members perceive concerning campus diversity initiatives?
3. How do students’ feelings of belonging and academic performance relate to the presence of different instructors and staff?
4. How do campus diversity programs affect student outcomes regarding academic achievement, graduation rates, and retention?

Exploring Situated Position: Navigating Identities in the Research Journey

In researching the university and delving into the impact of campus diversity initiatives on student experiences and academic outcomes, my situated position plays a crucial role in shaping my approach to this topic. First, as an individual, I find myself deeply connected to the university both as a physical space and as an academic institution. Having spent several years as a student on campus, I have forged a personal connection with its physicality, the hallways that witnessed my academic journey, and the spaces that nurtured my growth (Njeri, 2020). These experiences have cultivated a sense of familiarity and attachment, instilling a vested interest in understanding how the university functions as a dynamic ecosystem for diverse student populations.

Also, my positionality regarding class and ethnicity enables me to comprehend the intricate dynamics of power and privilege within the university setting (Njeri, 2020). As a member of a middle-class background, I recognize the potential biases and inequalities that can manifest within academic spaces (Secules et al., 2021). Acknowledging these dynamics, I aspire to contribute to the ongoing discourse surrounding inclusivity, equity, and social justice within higher education institutions. Additionally, the situated position is influenced by my family, community, and political relationships. Growing up in a supportive family environment that values education, I have developed a keen awareness of the transformative potential of the university experience (Secules et al., 2021). This familial support has shaped my intrinsic motivation to investigate the impact of campus diversity initiatives, seeking to amplify the voices of traditionally underrepresented people.

In terms of community connections, my involvement in a variety of student organizations has made me aware of the hardships and real-life experiences of underrepresented groups on campus. My grasp of the challenges posed by the implementation and success of diversity efforts has grown due to my engagement. I want to close the knowledge gap between practice and research. I can guarantee that the results of my study will lead to significant change within the university community by drawing on these interpersonal relationships (Berkovic et al., 2020). At the very least, my political stance confirms my dedication to social justice and transformational research. I am aware that the institution is a part of more extensive societal processes rather than being in a vacuum. Therefore, analyzing the effects of campus diversity programs requires a critical evaluation of the institutional practices, power dynamics, and regulatory frameworks that influence the university environment (Secules et al., 2021).

The connection between Positionality and Research Question/Objectives

The situated position as a person with a solid connection to the institution permits me to relate to and comprehend students’ experiences in this setting. This relationship motivates my research topic and goals because I am interested in learning how campus diversity initiatives might improve the overall student experience. My study goals are also influenced by how I perceive the relationships between class and ethnicity (Njeri, 2020). I want to look at how diversity programs address the possible biases and disadvantages that could present in higher education. Additionally, I am motivated to look into the challenges experienced by kids from various socioeconomic and racial backgrounds in order to help promote more equitable educational practices and policies.

Emotions and Objectivity in Research

Reflecting on my situated position evokes a range of emotions, including a sense of responsibility, passion, and a deep desire for positive change. While striving for objectivity in research is an ideal to aspire to, I acknowledge the inherent subjectivity that arises from my personal experiences and identities (Secules et al., 2021). My situated position infuses my research with empathy, compassion, and a commitment to amplifying marginalized voices (Berkovic et al., 2020). I can critically analyze and mitigate potential biases by actively engaging with reflexivity throughout the research process.

Although perfect objectivity may be an ideal that is difficult to achieve, it is essential to work toward openness and rigor in the research process. Emotions should not be ignored or repressed; they should be controlled and included in the study process (Secules et al., 2021). We may traverse the relationship between emotions and research, providing a thorough and multifaceted knowledge of the influence of campus diversity programs on student experiences and academic achievements by recognizing and controlling our emotions while following the standards of impartiality (Berkovic et al., 2020).

References

Berkovic, D., Ayton, D., Briggs, A. M., & Ackerman, I. N. (2020). The View From the Inside: Positionality and Insider Research. International Journal of Qualitative Methods, p. 19, 160940691990082. https://doi.org/10.1177/1609406919900828

Njeri, S. (2020). Race, Positionality, and the Researcher. The Companion to Peace and Conflict Fieldwork, pp. 381–394. https://doi.org/10.1007/978-3-030-46433-2_26

Secules, S., McCall, C., Mejia, J. A., Beebe, C., Masters, A. S., L. Sánchez‐Peña, M., & Svyantek, M. (2021). Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community. Journal of Engineering Education, 110(1), 19–43. https://doi.org/10.1002/jee.20377