Diversity climate and discrimination at German universities: A cross-sectional study among students in health-related degree programs.
1
Department and Polyclinic for Medical Psychology, University Medical Center Hamburg Eppendorf, Hamburg, Germany
2
Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa
3
Faculty of Social Work and Childhood Education, Hamburg University of Applied Sciences, Hamburg, Germany
4
Institute of Medical Sociology, University Medical Center Hamburg Eppendorf, Hamburg, Germany
Popul. Med. 2026;8(Supplement Supplement 1):A1082
ABSTRACT
BACKGROUND:
Diverse and inclusive learning environments are necessary to promote equity in healthcare and prepare future professionals to serve diverse patient populations. However, empirical evidence on how diversity is perceived at German universities is limited. This study examined students’ perceptions of diversity in health-related degree programs and explored differences between students with and without discrimination experiences.
METHODS:
A national cross-sectional online survey was conducted between January and April 2024 among students in health-related degree programs at German universities. Data were collected on sociodemographic and educational characteristics; universities’ diversity climate across three dimensions (age, ethnicity, gender); experiences and observations of discrimination; diversity- and equity-oriented beliefs; sense of belonging; study engagement; generalized and academic self-efficacy; general and study-related stress. Analyses were primarily descriptive, independent t-tests were used to examine group differences.
RESULTS:
A total of 987 students from all federal states participated. Overall, perceptions of the diversity climate were moderately to highly positive across age, ethnicity, and gender. However, 28% reported personal discrimination experiences, most commonly due to gender (42%), physical appearance (23%), mental health issues (20%), or racial reasons (13%), and 45% had witnessed discrimination toward others. Students who personally experienced discrimination reported significantly less positive perceptions of the diversity climate, lower academic self-efficacy, study engagement, sense of belonging to the university, higher perceived general stress, and significantly more positive diversity and equity-oriented beliefs. Among all students, 61% stated that teaching materials do not adequately represent diverse groups, 50% felt that lecturers are not sufficiently sensitive to or proactive in addressing discrimination.
CONCLUSIONS:
Despite generally positive perceptions of the diversity climate, high rates of discrimination experiences and observations highlight the need for systematic efforts. Targeted interventions, e.g., diversity training for staff and students, improved representation in curricula, and stronger institutional policies are essential to promote diverse, equitable, and inclusive learning environments.
Diverse and inclusive learning environments are necessary to promote equity in healthcare and prepare future professionals to serve diverse patient populations. However, empirical evidence on how diversity is perceived at German universities is limited. This study examined students’ perceptions of diversity in health-related degree programs and explored differences between students with and without discrimination experiences.
METHODS:
A national cross-sectional online survey was conducted between January and April 2024 among students in health-related degree programs at German universities. Data were collected on sociodemographic and educational characteristics; universities’ diversity climate across three dimensions (age, ethnicity, gender); experiences and observations of discrimination; diversity- and equity-oriented beliefs; sense of belonging; study engagement; generalized and academic self-efficacy; general and study-related stress. Analyses were primarily descriptive, independent t-tests were used to examine group differences.
RESULTS:
A total of 987 students from all federal states participated. Overall, perceptions of the diversity climate were moderately to highly positive across age, ethnicity, and gender. However, 28% reported personal discrimination experiences, most commonly due to gender (42%), physical appearance (23%), mental health issues (20%), or racial reasons (13%), and 45% had witnessed discrimination toward others. Students who personally experienced discrimination reported significantly less positive perceptions of the diversity climate, lower academic self-efficacy, study engagement, sense of belonging to the university, higher perceived general stress, and significantly more positive diversity and equity-oriented beliefs. Among all students, 61% stated that teaching materials do not adequately represent diverse groups, 50% felt that lecturers are not sufficiently sensitive to or proactive in addressing discrimination.
CONCLUSIONS:
Despite generally positive perceptions of the diversity climate, high rates of discrimination experiences and observations highlight the need for systematic efforts. Targeted interventions, e.g., diversity training for staff and students, improved representation in curricula, and stronger institutional policies are essential to promote diverse, equitable, and inclusive learning environments.
| eISSN: | 2654-1459 |
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