Inclusivity
The process was very empowering and everyone was open frankly about the topic… I can see the bigger picture
Research team interviewer
Our team wanted to examine cultural diversity in Kuwaiti universities, focusing on how students and staff from various cultural backgrounds feel on campus and whether it reflects Kuwaiti society's inclusivity.
Kuwait's population is diverse, and we believe that fostering inclusive spaces for everyone would improve social and academic life. We emphasize academic inclusivity because it directly impacts access to education and knowledge. When certain groups are excluded at universities, it hinders their learning. Moreover, diversity benefits everyone, so excluding some and lacking cultural diversity also deprives students not directly affected of valuable perspectives needed in today's multicultural world.
How geography affects the university environment [was insightful]. I would like to explore that more with the students and see how it is affected.
Project team member
We began our research focusing on key themes and believed these were the most important questions to ask our peers.
Social spaces outside university
• What are the spaces that non-Kuwaitis use to talk about socio-political issues?
• Do people's social networks expand or change over time beyond their immediate family and childhood friends?
• Do they interact with people from cultures, genders, ethnicities different from their own?
• What is the language used by the media, pop culture, politicians etc. to describe different communities and cultures?
National and institutional laws and policies
• What are the laws affecting non-Kuwaiti students in Kuwait?
• What positions do student government bodies in universities take with reference to cultural diversity?
• Do universities' mission and values statements include explicit reference to cultural diversity?
Universities' approach to diversity and inclusion
• What steps students think will make their university space inclusive?
• What steps do professors take to accommodate different cultural backgrounds?
Norms about use and access to spaces
• How do students define diversity and inclusion?
• What are some unspoken rules that people have to follow to access different kinds of spaces? (eg. dress, gender norms, etc)
Knowledge
• What is students' level of awareness about the different cultures in Kuwait and specifically the spaces they use?
• Do administrators track the cultural diversity in their institutions? What metrics do they use?
• Are students aware of Kuwait's political system and how it operates?
And as any research project goes, we were full of assumptions that would later be clarified by some very succinct realizations.
Assumptions
• The lack of acknowledgement of university students' diverse cultural backgrounds creates an exclusionary educational environment.
• Students' level of awareness about the different cultures in Kuwait and specifically the spaces they use
Realizations
• Geography significantly influences university environments and accessibility, impacting student diversity (e.g., GUST, which is in a Kuwaiti residential area, is less diverse than AUK, which is in Salmiya).
• University admins have made efforts in some areas, but a communication gap persists, limiting the promotion of inclusion.
• Universities exhibit varying levels of inclusivity, creating different vibes at places like GUST, AUK, and KU.
• Within the same university, different departments have diverse inclusion policies; social sciences and humanities often prioritize these more.
• Professors from varied backgrounds experience different treatment, with some feeling less valued and seriously regarded compared to their Kuwaiti counterparts, by both the administration as well as students.
The data that we collected
We collected data to see if we could find insights into the students' perceptions of the level of cultural diversity and inclusivity within the university environment. We also wanted to know about the experiences they’ve had with language barriers and uncomfortable social situations. We were able to collect surveys from 63 of our peers from 4 different universities (Kuwait University, GUST, Arab Open University and AUK), and conducted a focus group with another 8. We also did in-depth interviews with 8 professors and administrators.
Data details and limitations
Limited Diversity:
While a majority (60%) of our survey respondents were from Kuwait University, all of our interviewees and focus group participants were from GUST.
Small Sample Size:
The number of respondents in the survey is relatively small, which limits the generalizability of the findings.
Key insights from our data
Both Kuwaiti and non-Kuwaiti students generally feel comfortable in their university environment, with Kuwaiti students having slightly higher levels of comfort.
Student elections appear to offer some opportunities for participation to non-Kuwaiti students, although student government is overwhelmingly Kuwaiti and non-Kuwaiti students are less likely to feel represented.
The level of involvement in extra-curricular activities and student clubs is quite similar for both groups of students, with non-Kuwaiti students reporting slightly higher involvement.
Staff do not feel their universities are diverse or inclusive or that the administration does enough to address these topics.
Non-Kuwaiti students tend to experience language barriers more often than Kuwaiti students
Many non-Kuwaiti students have felt excluded from the benefits of events on campus, which do not take expats into consideration.
Our conclusion
Our team delved into the experiences of non-Kuwaiti students facing exclusion in higher education, a topic we personally relate to. Engaging in discussions was eye-opening, revealing a surprising openness and sparking numerous questions. The data highlights the sensitivity of cultural diversity in Kuwaiti universities, especially for minority and non-Kuwaiti students. Surveys and focus groups unveiled perceptions of universities lacking diversity and inclusivity, with students grappling to fit in, encountering learning obstacles, and feeling the discomfort of their backgrounds.
This data underscores the urgency for enhanced professor training and clear inclusion policies, both inside and outside the classroom. Furthermore, universities should actively bolster diversity by supporting non-Kuwaiti students through initiatives such as merit scholarships. We strongly believe that a more diverse environment benefits all learners.