Cultivating A Pro-Diversity Mindset: An intervention Among First-Year Engineering Students

Abstract

To foster a more inclusive learning environment, this study implements a quasi-experimental intervention at a university campus of KU Leuven in Belgium. Targeting first-year engineering students (N=88), the intervention aimed to stimulate students' pro-diversity mindset through a brief explanation and reflective assignment. Our hypothesis was that students exposed to this intervention would exhibit a higher pro-diversity mindset. Analysis of pre- and post-tests supported this hypothesis, revealing small, but significant differences in personal attitudes towards - and comfort levels with diversity between the experimental and control group. The findings highlight the importance of integrating diversity topics into engineering education to create a more inclusive learning environment and to emphasize education's role in promoting diversity and inclusivity within the engineering profession.