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

Özge Yanıkoglu

doi:10.33418/education.1560565

TR EN

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

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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Details

Primary Language

English

Subjects

Higher Education Management, Inclusive Education

Journal Section

Systematic Reviews and Meta Analysis

Authors

Özge Yanıkoglu ^*
0000-0001-9277-6268
Türkiye

Early Pub Date

April 30, 2025

Publication Date

June 2, 2025

Submission Date

October 3, 2024

Acceptance Date

January 24, 2025

Published in Issue

Year 2025 Number: 57

DOI

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

IZ

https://izlik.org/JA99XR68HN

APA

Yanıkoglu, Ö. (2025). Decoding Diversity, Equity, and Inclusion (DEI) in Higher Education: A Linguistic and Theoretical Exploration. Educational Academic Research, 57, 146-159. https://doi.org/10.33418/education.1560565

AMA

1.Yanıkoglu Ö. Decoding Diversity, Equity, and Inclusion (DEI) in Higher Education: A Linguistic and Theoretical Exploration. Educational Academic Research. 2025;(57):146-159. doi:10.33418/education.1560565

Chicago

Yanıkoglu, Özge. 2025. “Decoding Diversity, Equity, and Inclusion (DEI) in Higher Education: A Linguistic and Theoretical Exploration”. Educational Academic Research, nos. 57: 146-59. https://doi.org/10.33418/education.1560565.

EndNote

Yanıkoglu Ö (June 1, 2025) Decoding Diversity, Equity, and Inclusion (DEI) in Higher Education: A Linguistic and Theoretical Exploration. Educational Academic Research 57 146–159.

IEEE

[1]Ö. Yanıkoglu, “Decoding Diversity, Equity, and Inclusion (DEI) in Higher Education: A Linguistic and Theoretical Exploration”, Educational Academic Research, no. 57, pp. 146–159, June 2025, doi: 10.33418/education.1560565.

ISNAD

Yanıkoglu, Özge. “Decoding Diversity, Equity, and Inclusion (DEI) in Higher Education: A Linguistic and Theoretical Exploration”. Educational Academic Research. 57 (June 1, 2025): 146-159. https://doi.org/10.33418/education.1560565.

JAMA

1.Yanıkoglu Ö. Decoding Diversity, Equity, and Inclusion (DEI) in Higher Education: A Linguistic and Theoretical Exploration. Educational Academic Research. 2025;:146–159.

MLA

Yanıkoglu, Özge. “Decoding Diversity, Equity, and Inclusion (DEI) in Higher Education: A Linguistic and Theoretical Exploration”. Educational Academic Research, no. 57, June 2025, pp. 146-59, doi:10.33418/education.1560565.

Vancouver

1.Özge Yanıkoglu. Decoding Diversity, Equity, and Inclusion (DEI) in Higher Education: A Linguistic and Theoretical Exploration. Educational Academic Research. 2025 Jun. 1;(57):146-59. doi:10.33418/education.1560565

Cited By

Transformative learning through intercultural collaborative learning

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https://doi.org/10.32674/52t79z84

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