Yükseköğretimde Çeşitlilik, Hakkaniyet ve Kapsayıcılığın (ÇHK) Çözümlenmesi: Dilbilimsel ve Kuramsal Bir Keşif

Year 2025, Issue: 57, 146 - 159, 02.06.2025

Özge Yanıkoglu

https://doi.org/10.33418/education.1560565

Abstract

Bu çalışma, yükseköğretim alanında Çeşitlilik, Hakkaniyet ve Kapsayıcılık (ÇHK) literatürüne kapsamlı bir analiz yapmayı amaçlamaktadır. Çalışmanın temel hedefleri arasında, ÇHK ile ilgili merkezi temaları belirlemek ve bu çalışmalarda ağırlıklı kullanılan teorik çerçeveleri değerlendirmek bulunmaktadır. Araştırma amacına ulaşmak için Web of Science veri tabanı kullanılarak sistematik bir tarama yapılmış ve bu süreçte elde edilen 1010 DEI makalesi MAXQDA aracılığıyla detaylı bir şekilde analiz edilmiştir. Elde edilen bulgular, yükseköğretimdeki ÇHK literatürünün özellikle ABD bağlamında ağırlıklı olarak ırksal dinamiklere odaklandığını ve tıp alanlarına yönelik olduğunu göstermektedir. Ayrıca, çalışma, çeşitli sosyal kimliklerin, uluslararası bağlamların ve disiplinler arası yöntemlerin literatürde yeterince temsil edilmediğini vurgulamaktadır. Son olarak, çalışma, ÇHK araştırmaları için daha farklı teorik yaklaşımların gerekliliğine dikkat çekmektedir. Bu çalışmadan elde edilen içgörüler, mevcut ÇHK literatürüne genel bir bakış sunmanın yanı sıra, ileride yapılacak araştırmalara ışık tutmak ve konuyla ilgili akademik tartışmalara katkı sağlamak amacıyla tasarlanmıştır.

Keywords

Çeşitlilik , Hakkaniyet , Kapsayıcılık , Yükseköğretim , Sistematik İnceleme , Akademi

Decoding Diversity, Equity, and Inclusion (DEI) in Higher Education: A Linguistic and Theoretical Exploration

Abstract

This study undertakes a comprehensive examination of Diversity, Equity, and Inclusion (DEI) literature in higher education, aiming to identify central themes and assess the theoretical frameworks that shape scholarly discourse. By conducting a thematic analysis of 1,010 DEI-related articles sourced from the Web of Science (WOS) database and utilizing MAXQDA for qualitative data analysis, this research provides a systematic evaluation of existing studies. The findings reveal a predominant focus on gender and racial dynamics, particularly within the U.S. context, alongside a disciplinary concentration in medical and health-related fields. This pattern suggests a limited scope in DEI research, often neglecting broader social identities such as disability, socioeconomic status, religion, nationality, first-generation status, and political perspectives, and overlooking the intersectionality of these identities and their distinct experiences. Additionally, the analysis uncovers a lack of diverse theoretical applications, highlighting the need for alternative conceptual frameworks to advance the depth and applicability of DEI scholarship. The study also points to a significant gap in international perspectives, with most research centered on Western institutions. By synthesizing these insights, this study contributes to the DEI discourse by offering a critical overview of existing research and identifying key areas for further investigation. Ultimately, it advocates for a more inclusive and globally relevant understanding of DEI in higher education.

Keywords

Diversity , Equity , Inclusion , Higher Education , Systematic Review , Academia

Ethical Statement

No ethics committee approval was needed for this study, as it involved only publicly available literature and did not include human participants or sensitive data.

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