Academic studies examine gender inclusivity and student belonging in universities

Academic research in the United States and New Zealand has examined how gendered experiences and inclusive language impact student belonging in higher education.

A study from the University of New Mexico utilized a mixed-methods approach to analyze how college students interpret gendered experiences. The research identified themes such as bioessentialism, expectations of gender performance, and the responsibilization of women for safety. The findings indicated that most students engage in personal meaning-making regarding these experiences, noting a potential link between faculty relations and meaning-making levels among female students.

In New Zealand, research conducted at the University of Waikato explored perceptions of gender-inclusive language among academic staff and gender-diverse students. The study found that while many staff members support inclusive language, implementation is often inconsistent due to institutional structures and pedagogical norms. For gender-diverse students, inclusive language serves as both a protective factor and a potential source of stress, highlighting a gap between institutional policy and lived experiences.