In academia, showcasing diversity, equity, and inclusion (DEI) values has become increasingly prominent in efforts to recruit students and faculty with marginalized identities, yet little work has examined the empirical effects that such DEI practices and identity safety cues have on the perceptions of these institutions. In the present study, we examine the contextual factors that shape how Black science, technology, engineering, and mathematics (STEM) students learn and draw inferences about diversity and cultural climate in the graduate programs to which they consider applying. A sample of 217 Black participants with background in a STEM discipline viewed a mock academic department website which presented varied combinations of expressed diversity cues (diversity vs. neutral mission statement) and/or evidence-based diversity cues (racially diverse vs. all-White faculty). Participants reported perceptions of the department's DEI culture, their own perceived fit within the program, and belief of future personal success within that institution. Results indicated a significant main effect of evidence-based cue, in the form of faculty diversity, on all examined outcomes, with Black participants more positively assessing a program exhibiting this cue. An expressed cue, in the form of diversity statement, did not have significant effects. These results indicate that in higher education, as in other settings, evidence-based cues may be more effective means to cue identity safety. This study provides a foundation for future research to help guide efforts of academic programs seeking to create a welcoming and supportive climate for all potential applicants. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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我能在那里看到自己吗？黑人潜在申请者如何使用多样性线索来了解研究生课程的氛围。


在学术界，展示多样性、公平性和包容性 （DEI） 价值观在招聘具有边缘化身份的学生和教职员工的努力中变得越来越突出，但很少有工作研究此类 DEI 实践和身份安全线索对这些机构的看法的实证影响。在本研究中，我们研究了影响黑人科学、技术、工程和数学 （STEM） 学生在他们考虑申请的研究生课程中如何学习和推断多样性和文化氛围的背景因素。217 名具有 STEM 学科背景的黑人参与者的样本查看了一个模拟学术部门网站，该网站展示了表达的多样性线索（多样性与中立使命宣言）和/或基于证据的多样性线索（种族多元化与全白人教师）的不同组合。参与者报告了对该部门 DEI 文化的看法、他们自己对该计划的契合度以及对该机构未来个人成功的信念。结果表明，以教师多样性的形式，循证线索对所有检查结果有显着的主效应，黑人参与者对表现出这种线索的项目评价更积极。以多样性声明的形式表达的线索没有显着影响。这些结果表明，在高等教育中，与其他环境一样，基于证据的线索可能是提示身份安全的更有效手段。这项研究为未来的研究奠定了基础，以帮助指导学术项目的努力，为所有潜在的申请者创造一个欢迎和支持的氛围。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。