Understanding the relationship between faculty’s intercultural competence and inclusion competence

Abstract

U.S. higher education continues to face persistent inequities despite increasingly diverse student populations, and faculty diversity has not kept pace, contributing to exclusion and cultural disconnect. This study examined the relationship between faculty intercultural competence and inclusion competence to identify strategies for fostering more inclusive campus environments. Findings reveal a strong positive correlation between these competencies, suggesting that faculty with higher intercultural skills are better positioned to promote inclusion. While correlational, the study highlights opportunities for future research, including exploring causal mechanisms, evaluating interventions to develop these skills, and assessing their impact on student outcomes. The results underscore the urgent need for institutions to move beyond superficial diversity initiatives and implement deliberate, evidence-based strategies that cultivate both intercultural and inclusion competence among faculty, thereby creating equitable and supportive learning environments.