Purpose: This study examines the impact of faculty diversity on student experiences in American accounting education, focusing on how diverse professors influence student engagement, intercultural competence, and academic aspirations. Design/methodology/approach: A qualitative approach was used, consisting of semi-structured interviews with 10 students and 10 professors from various U.S. universities. The interviews were analyzed using thematic analysis to identify key themes related to professor diversity's influence on students' academic experiences. Findings: The study finds that professor diversity positively impacts students' sense of belonging, engagement, and critical thinking. Diverse faculty contribute to a more inclusive learning environment, enhancing students' intercultural competence and preparing them for globalized professional environments. Additionally, diversity among faculty influences students' career aspirations and confidence in pursuing international opportunities. Originality: This research contributes to the discourse on diversity in education by focusing on the specific context of American accounting education. It provides empirical evidence on how diverse faculty influence students' academic experiences, a topic underexplored in previous studies. Research limitations/implications: The study is limited by its small sample size and reliance on self-reported data, which may introduce biases. Future research should include larger, more diverse samples and explore the long-term impacts of faculty diversity on student outcomes. Practical implications: The findings suggest that universities should prioritize faculty diversity to enhance student engagement and learning outcomes, and foster a more inclusive educational environment. Social implications: The research highlights the importance of visible diversity in academia to inspire underrepresented students and promote a more inclusive, equitable learning experience.
Diversity in US Accounting Education: How Professor Representation Shapes Student Experiences
Rossi, Matteo;
In corso di stampa
Abstract
Purpose: This study examines the impact of faculty diversity on student experiences in American accounting education, focusing on how diverse professors influence student engagement, intercultural competence, and academic aspirations. Design/methodology/approach: A qualitative approach was used, consisting of semi-structured interviews with 10 students and 10 professors from various U.S. universities. The interviews were analyzed using thematic analysis to identify key themes related to professor diversity's influence on students' academic experiences. Findings: The study finds that professor diversity positively impacts students' sense of belonging, engagement, and critical thinking. Diverse faculty contribute to a more inclusive learning environment, enhancing students' intercultural competence and preparing them for globalized professional environments. Additionally, diversity among faculty influences students' career aspirations and confidence in pursuing international opportunities. Originality: This research contributes to the discourse on diversity in education by focusing on the specific context of American accounting education. It provides empirical evidence on how diverse faculty influence students' academic experiences, a topic underexplored in previous studies. Research limitations/implications: The study is limited by its small sample size and reliance on self-reported data, which may introduce biases. Future research should include larger, more diverse samples and explore the long-term impacts of faculty diversity on student outcomes. Practical implications: The findings suggest that universities should prioritize faculty diversity to enhance student engagement and learning outcomes, and foster a more inclusive educational environment. Social implications: The research highlights the importance of visible diversity in academia to inspire underrepresented students and promote a more inclusive, equitable learning experience.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
