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Using a convergent parallel mixed-method design, the study surveyed 458 students from eight public universities with a modified Diverse Learning Environment instrument, conducted interviews with 24 participants, and analyzed documents at country and institutional levels. Results show campuses are generally diversified, students hold positive attitudes, negative experiences are low, satisfaction is moderate, and satisfaction has a moderate, statistically significant positive relationship with belonging.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/campus-climate-for-diversity-and-students-sense-of-belonging-in-ethiopian-public-universities/602973/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/campus-climate-for-diversity-and-students-sense-of-belonging-in-ethiopian-public-universities/602973.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research method did the study use to examine diversity management?","Question",{"text":112,"@type":113},"It used a convergent parallel mixed-method design, combining a modified Diverse Learning Environment survey, purposeful interviews, and document analysis.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the student sample selected, and how many participated?",{"text":117,"@type":113},"A stratified random sample of universities was chosen, and 458 students participated in the modified survey.",{"name":119,"@type":110,"acceptedAnswer":120},"What was the key relationship found between diversity satisfaction and students’ belonging?",{"text":121,"@type":113},"The study found a moderate yet statistically significant positive relationship between diversity-related satisfaction and students’ sense of belonging at their universities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602973,1792167393,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CAMPUS CLIMATE FOR DIVERSITY AND STUDENTS’ SENSE OF BELONGING IN ETHIOPIAN PUBLIC UNIVERSITIES  \nMESFIN MANAZE  \nJigjiga University, Ethiopia  \nANGELA FORD  \nOld Dominion University. U.S.A.  \nABSTRACT  \nEthiopia is known as a ‘museum ofpeople’with over 80 ethnic groups and a variety ofreligions. In such a diverse country, the need for diversity management is critical and ongoing. This convergent parallel mixed method study explored diversity management on public university campuses, by examining a representative student sample from eight Ethiopian public universities. A stratified random sample of universities was chosen, and 458 students participated in a modified version of the Diverse Learning Environment survey, and 24 individuals were chosen through purposeful sampling for interviews. In addition, documents were analyzed at both the country and institutional levels. The findings indicate public universities in Ethiopia are generally ethnically and religiously diversified, and students generally have a positive attitude towards ethnic and religious diversity, low levels of negative diversity related experiences, and moderate levels of diversity related satisfaction. Results showed a moderate yet statistically significant positive relationship between diversity related satisfaction and students’ sense of belonging at their universities. These findings indicate that the climate for diversity on campuses is moderately positive. Recommendations to increase diversity and the students’ attitudes toward diversity include policy and planning implications, as well as continued research to increase knowledge and understanding.  \nOVERVIEW  \nThe enrollment of diverse students in institutions of higher education is considered a major success in the efforts to embrace and even celebrate diversity (Pillay, 2010) . University leadership has the obligation to manage diversity by creating a safe, welcoming, and conflict free environment in which each member of this diversified student body has the capacity to succeed and feel a sense of belonging (Onsman, 2012) . Fostering a positive campus climate for diversity enhances the development of much-needed multicultural competencies. On campuses with a negative climate, students are less likely to adjust academically or develop a sense of belonging (Hurtado & Guillermo-Wann, 2013; Locks et al., 2008) .  \nCampus climate for diversity referstoreal or perceived observations of the universities’environments as they relate to interpersonal, academic, and professional interactions or attitudes, perceptions, behaviors, and expectations around aspects of diversity (Hurtado et al., 1999; Hurtado et al., 2008) . Campus climates are either supportive of diverse students with the structures, beliefs, and behaviors that produce positive effects on learning for all students or they are not (Hurtado et al., 1999) . The assessment and subsequent management of the campus climate for diversity takes into consideration two contexts: external and institutional. While the external context refers to government/policy and socio-historical dimensions, the institutional context is comprised of both institutional level and individual level dimensions. Specific to the institutional level are the institution’s historical legacy of inclusion or exclusion; the compositional diversity of students, faculty, and staff; and organizational  \nEducational Planning 2021 5 Vol. 28, No. 4  \nstructures – institutional policies, curriculum, and processes (Milem et al., 2005) . The individual level includes the psychological perceptions of individuals, their attitudes towards the campus for diversity, and the behavioral dimensions that encompass individual actions and intergroup contact experiences (Milem et al., 2005) .  \nIn campus climate assessments, students’ experiences with different dimensions of diversity, including race/ethnicity, linguistics, religion, gender, and class background (Hurtado et al., 2008) should be considered, as","cbCaieI5CsX5OLD5","https://ap.wps.com/l/cbCaieI5CsX5OLD5","pdf",283638,"English","# Abstract\n# Overview\n## Campus climate for diversity\n## Ethiopian Higher Education\n# Educational Planning 2021","[{\"question\":\"What research method did the study use to examine diversity management?\",\"answer\":\"It used a convergent parallel mixed-method design, combining a modified Diverse Learning Environment survey, purposeful interviews, and document analysis.\"},{\"question\":\"How was the student sample selected, and how many participated?\",\"answer\":\"A stratified random sample of universities was chosen, and 458 students participated in the modified survey.\"},{\"question\":\"What was the key relationship found between diversity satisfaction and students’ belonging?\",\"answer\":\"The study found a moderate yet statistically significant positive relationship between diversity-related satisfaction and students’ sense of belonging at their universities.\"}]","CAMPUS CLIMATE FOR DIVERSITY AND STUDENTS’ SENSE OF BELONGING IN ETHIOPIAN PUBLIC UNIVERSITIES | PDF",1792095522]