MSU's Diversity + Equity Network releases the findings of its research on student perspectives on racism and belonging at McMaster University
On Jan. 31, 2025, the McMaster Students Union’s Diversity + Equity Network announced the release of findings from its research study titled Understanding Student Perspectives: Racism, Belonging and Discrimination in an Ontario University Environment.
The study was conducted in collaboration with DEN’s student research team and professor Jeffrey Denis from the faculty of social sciences. It examined student experiences with racism at McMaster to inform efforts to create a more inclusive campus.
In the fall of 2023, DEN ran an Instagram poll asking followers if they had experienced discrimination on campus. Of the approximately 120 students who responded, 43 per cent reported experiencing racism.
Leilani Xue, a third-year sociology student and assistant director of DEN who worked on the research study, told The Silhouette that first-year students reported the highest instances of racism.
Xue noted that, upon reviewing other research studies on university campuses, the team identified a lack of open discussion and information about racism and discrimination at the undergraduate level. This, combined with the poll results, prompted the development of a larger research study examining how students of diverse backgrounds experience belonging, perceive discrimination and racism, and how these perceptions shape their overall comfort and sense of safety on campus.
From March 1 to 22, 2024, DEN’s research team collected 283 survey responses. The survey explored participants’ demographics, personal experiences with racism or discrimination, instances where they had witnessed racism, and their awareness of and satisfaction with campus services and resources.
The finalized report found that 16 per cent of students reported personal experiences with racism, while 37 per cent reported having witnessed it on campus.
Middle Eastern or West Asian students, followed by Black students, were most likely to report experiences of racism. Black, Middle Eastern, Latin American and South Asian students were most likely to report witnessing it.
Among religious groups, Jewish and Muslim students were the most likely to report experiencing discrimination, followed by Sikh and Hindu students, who reported feeling more affected than Christians or those without religious affiliations.
Most students who experienced racism said it significantly impacted their mental health, while many were unaware of campus resources. Those who knew about them often did not use them or report incidents.
Most students who experienced racism said it significantly impacted their mental health, while many were unaware of campus resources.
The report also provides recommendations for McMaster University to foster a more inclusive campus. These include increasing diversity among faculty, staff and university leadership and encouraging instructors to diversify curriculum content and discuss available resources. The team also suggested evaluating anti-racism and cultural competency training initiatives and raising awareness of the reporting process for racial discrimination.
Now, DEN’s research team is preparing for a second phase of research, set to launch between March and April 2025. This new study will collect qualitative data through focus groups, allowing researchers to engage directly with students, particularly those who identify as Black, Indigenous or as people of colour.
“Our first study helped us get a general understanding of [racism and discrimination on campus] . . . but now we want to actually talk to students and hear about their experiences on a lived experience level,” said Xue.
Our first study helped us get a general understanding of [racism and discrimination on campus] . . . but now we want to actually talk to students and hear about their experiences on a lived experience level.
Leilani Xue, Associate Director
Diversity + Equity Network
Their goal for this second study is to collaborate with students, faculty and staff on campus to inform inclusive, student-centred policy changes.
The full study, published earlier this year, can be read online. For more information about DEN and the work it does, interested students can visit its website and Instagram.
By: Saadia Shahid
How does a student get good grades? I know the most obvious answer being shouted out is “by studying, of course,” with some sarcastic replies of “watching Netflix” thrown in the mix. But what if I told you both those answers were correct?
A balance of socializing and studying, which can include watching Netflix, is necessary to achieve those highly sought-after grades.
Though our cognitive needs are met by virtue of being university students, it is our need for "love and belongingness" that is present on Maslow's hierarchy of needs. Socializing is a basic human need. To become functioning members of the society, we must engage in leisure activities.
Yet, we almost never put time aside to socialize with our friends. Even when we do, studying takes precedence and ends up taking over the time we allocated for socializing.
This is often a result of procrastination. Whether it is procrastinating by scrolling through clickbait articles or watching videos, when we procrastinate, we take away time from both socializing and studying.
Procrastination is also looked down upon so badly. Rarely do we try to understand why the person might be engaging in procrastination. Procrastination is a sign of anxiety.
In my opinion, procrastination is often a hugely unrecognized sign, too. Besides anxiety, procrastinating habits have been linked to depression and low self-esteem.
If you find your friend procrastinating, don’t “leave them alone so they can study”. Study with them. If left alone, they may continue procrastinating for even longer, and worsen their mental health.
Some people do emphasize their preference for studying alone. In that case, make sure they’re okay and continually check on their progress and their mental health. In severe cases of anxiety, they may even lie about it.
As a perfectionist, I speak from experience. My habit of procrastination stemmed from being anxious about the imperfect outcome that might ensue. As a result, I took longer getting started on assignments with the thought that if I didn’t do well, I could justify it by telling myself that I didn’t have enough time.
So far this year, I have been doing better as I have come to terms with the non-existent nature of perfection. This is something creatives struggle with as well. Things like “is this good enough?”, “should I post this now?” and “I want to make this better” are examples of what goes through their minds on a regular basis.
So how do you achieve the grade you’ve been aiming for? Consistency is the answer. Being consistently diligent with your workflow will not just aid in improving your skills, but also get you your coveted grade. Doing well in a course is a long-term goal, and definitely doesn’t occur when you start an assignment a day before its due.
Procrastination also leads to long hours of isolation in the library behind laptop screens or a stack of books, taking away the satisfaction of “love and belongingness”, and according to Maslow, halting an individual’s growth.
So, the next time you find your friend procrastinating, ask them why, take them out to get them relaxed and help them get started on their studying. Mental health is no light issue.
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