An Examination of Supplemental Instruction (SI) Within the Context of Diversity, Equity, Inclusion, and Belonging (DEIB): The Principles of Financial Accounting Course
DOI:
https://doi.org/10.33423/jbd.v24i3.7407Keywords:
business diversity, supplemental instruction, DEIB, financial accounting, educational gapsAbstract
This research presents empirical findings associated with the delivery of peer-supported supplemental instruction in the undergraduate principles of financial accounting course. Attention is directed at the differential effects for treatments between and within diversity, equity, inclusion, and belonging (DEIB) groupings through empirical assessments for all students and specific subsets that represent targets of a statewide initiative. Demographic groups were formed and assessed by students of color, international students, underrepresented status, and first-generation students. Results reveal positive impacts for students as a whole as well as DEIB groups. This investigation provides evidence and a solid framework for ongoing efforts to eliminate educational gaps.
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