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Examining Culturally Diverse Cadets’ Sense of Belonging at USAFA

Dr. Sonia Esquivel (DFRA), Capt Leah Pound (DFBL), C1C Stephanie Bossert, C1C Lucas Brown, C2C Javaughn Baltrip

U. S. Air Force Academy

Abstract: Diversity and inclusion remains at the forefront of our military’s overall commitment to enhance cultural understanding and global environment. As a means to continue to build this momentum, research analyzing and

assessing sense of belonging amongst minorities within predominately white environments should be thoroughly and frequently examined. Studying college aged racial/ethnic minority students at military institutions (predominately Caucasian), could potentially advance research in the area of diversity and inclusion. This study analyzes culturally diverse students’ (cadets’) sense of belonging at the United States Air Force Academy (USAFA), a predominately white, military institution.

Background

In the 2013 United States Air Force Academy’s Diversity and Inclusion Plan, one of the institution’s main goals was to “expand the diversity of the USAFA cadet wing to better educate and train future officers expected to serve a diverse and expeditionary force” (pp.50). This goal expresses USAFA’s efforts of promoting a more balanced and diverse climate at this institution; intended to foster an environment conducive to embracing differences and demonstrating inclusiveness. Research on not only how to recruit, but retain and support a diversified population within these environments is much needed. Although USAFA’s Diversity and Inclusion Plan acknowledges USAFA’s initiatives to better understand and promote diversity, this matter should also be a top priority at other military service academies, as well as the USAF, as a whole.

Results

Results were assessed in relation to race/ethnic group. The study found that 25 % of African Americans reported to have been singled out in class due to their race. Also, 30.5% of participants felt that they have to work harder to be perceived as a good cadet. Of the African American participants, 77.3% agreed with this sentiment. This result yielded a Chi Square score value of 45.77 (p<.001). Of the cadets who were surveyed, 35.5% completely agreed that they feel like a real part of USAFA. Additionally, the study found that most forms of harassment or bias were channeled through verbal comments.

I have been singled out in class because of my I have to work harder than other cadets race/ethnicity: to be perceived as a good cadet:

Hypotheses

H1: Culturally diverse cadets would have lower levels of sense of belonging.

H2: Culturally diverse cadets would identify more negative issues with the campus’ racial climate than those who were within the non-minority population.

Conclusion and Further Implications

From our findings, implications can be made to support further research helping to develop a culture more cognizant of racial/ethnic issues pertaining to sense of belonging. Focus groups and interviews conducted provided qualitative data and personal testimonies. A longitudinal study is planned for 2016. This includes administering the DLE at USAFA to analyze any changes in the climate surrounding diversity. According to Journal of Education Policy, students who feel that they do not “fit in” or that their unique social/cultural practices are not accepted or valued are more likely to drop out ( Thomas 2002). Additionally minority students feel more of a sense of belonging if they have good formal relationships with fellow students and teachers. Schmader & Hall provide three solutions to diversity and inclusion which include valuing diversity as an organizational goal, acknowledging informal/implicit biases and valuing inclusiveness as a process to achieving diversity. These practices can be introduced to organizations and campuses across the country.

ReferencesUSAFA Diversity and Inclusion Plan. Retrieved October 15, 2014. http://www.usafa.af.mil/shared/media/document/AFD-140527-028.pdf

2015 Diverse Learning Environments- Core Survey. UCLA. Retrieved January 14, 2015. http://www.heri.ucla.edu/PDFs/surveyAdmin/dle/2015/DLE-2015-Core-Survey.pdf

Goodenow, C. (1993b). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30 (January). 79-90.

DemographicsTotal: 778 total

538 males, 240 females

C/o 2015: 22%; C/o 2016: 20%C/o 2017: 32%; C/o 2018: 27%

Procedures & Methods

Cadets were asked to take a 45-60 minute on-line survey using a pseudonym to preserve confidentiality. Relationships between several aspects of USAFA’s climate and culture as well as a sense of belonging for racial/ethnic minorities were examined. Questions were derived from:

Campus Climate/DiversityDiverse Learning Environments (DLE) Core Survey (UCLA, 2015)15 4-5 point scale questionnaire (i.e., 0=Very dissatisfied; 4= Very satisfied)

Sense of School MembershipPsychological Sense of School Membership (PSSM) (Goodenow, 1993)18 questions on 5 pt Likert-type scale (i.e., 1=Not at all true; 5= Completely true)

Select Qualitative Cadet Feedback

“ I was worried that not being white would effect how far I could progress in my career, and possibly make it to where I had to work harder than a white person to get the same recognition.”- Asian American male