Title: Inclusive Recruitment and Admissions in Social Science Programs, A Case Study of Faculty of Arts and Humanities.
Authors: Asiimwe Isaac Kazaara, Tukamuhembwa Deus
Volume: 8
Issue: 8
Pages: 127-132
Publication Date: 2024/08/28
Abstract:
This study examined the effectiveness of inclusive recruitment and admissions practices within the social science programs at Metropolitan International University (MIU), a diverse urban institution committed to promoting diversity, equity, and inclusion. A qualitative research design, employing a case study approach, explored the university's current processes and identified specific barriers to inclusivity. Data were collected through semi-structured interviews with admissions officers and faculty members, focus group discussions with students, and document analysis. The study found that while a majority of respondents perceived the admissions process as inclusive, a significant minority disagreed or strongly disagreed, citing lack of financial aid and standardized test bias as major barriers. The study also revealed a positive correlation between perception of inclusivity and experience with the admissions process, suggesting that students who felt welcomed, respected, and valued throughout the admissions process were more likely to have a positive overall experience. The findings highlighted the detrimental impact of barriers to inclusivity on students' experiences, reinforcing the need to address systemic inequities and dismantle barriers to access. The study recommended that MIU implement a comprehensive approach to inclusive recruitment and admissions, focusing on addressing financial constraints, mitigating standardized test bias, and engaging in targeted outreach efforts to reach underrepresented communities. By embracing a more holistic approach that recognizes the diverse talents, experiences, and potential of all applicants, MIU could create a more equitable and inclusive admissions process, fostering a more diverse and representative student body that enriches the academic experience for all.