One in every four students faces discrimination

Every fourth student at Danish universities has experienced some type of discrimination in the course of their studies.

This is according to a new analysis by the trade union DM highlights that gender minorities, non-heterosexuals, and ethnic minority students are particularly vulnerable to discrimination.

»Higher education institutions are clearly not there yet in creating inclusive study environments that embrace diversity,« says Anna Ockelmann, Chair of DM Students, who describes the findings as »concerning.«

DM has conducted its annual study environment survey since 2013. This year, for the first time, a non-binary gender category was included, and the former category of ‘disability’ was divided into two: ‘neurodivergence’ and ‘physical impairments.’

»No one should feel treated unfairly based on gender, sexuality, or how their brain works.«

Anna Ockelmann, Chair, DM Students

»We believe it is important to allow our student members to identify as non-binary in our surveys. It is about meeting respondents where they are and being as inclusive as possible,« Anna Ockelmann explains about the new gender category.

The analysis is based on 2,408 responses from DM’s student members. Those surveyed were able to tick off multiple forms of discrimination, with 12 per cent of women and 13 per cent of non-binary students, for example, reporting discrimination based on gender. Additionally, 18 per cent of non-binary respondents reported discrimination based on neurodivergence.

»We no longer believe that the category ‘disability’ is sufficiently descriptive. Discrimination is problematic regardless of the cause, but here we are dealing with two different issues that we want to highlight separately,« says Anna Ockelmann.

»We have introduced the new categories so we can find out what is behind the discrimination.  It is deeply concerning that non-binary and non-heterosexual students frequently report discrimination based on neurodivergence. No one should feel treated unfairly based on gender, sexuality, or how their brain works,« she adds.

Ockelmann notes that 14 per cent of non-heterosexual students have experienced discrimination based on gender, and 11 per cent based on neurodivergence.

DM suggests that universities support student associations representing various minority groups and work on mapping the problem. Anna Ockelmann also proposes, for example, the removal of gendered toilets.

»It requires nothing more than taking down the gender signs on the doors, but it can make a significant difference for those affected.«

Ending Deadnaming

Frederikke Strøbech Fürst, programme leader for diversity, equality, and inclusion in the University of Copenhagen (UCPH) HR department, and is working on initiatives to promote diversity among students and staff, reduce discrimination, and ensure safe and inclusive environments.

UCPH is currently mapping the extent of inclusion and exclusion through a large-scale inclusion survey, which will be completed in the spring of 2025. It is the first time such a survey is being conducted at UCPH. The process is managed by an external data processor, which opens up entirely new possibilities, explains Frederikke Strøbech Fürst.

»When we conduct workplace, or study environment surveys, we are, for instance, not allowed to collect data on participants’ gender identity, sexuality, or ethnicity. But because the data collection and processing are handled 100 per cent externally, we now have the opportunity to ask about those issues, which we know can be challenging but were previously impossible to measure,« she says.

Universities have in recent years seen a rise in students with neurodivergence, according to Fürst, so it comes as no surprise that this is shown in the survey.

»We do not yet have the results from the inclusion survey, but we hear that there can be a range of challenges for students with neurodivergence. It may involve dynamics in group work and social interactions, or difficulties participating in teaching on the same terms as other students,« she says.

In collaboration with colleagues, Frederikke Strøbech Fürst is already working on a number of initiatives aimed at making the university more inclusive – including updates to UCPH systems.

»We have recently updated UCPH procedures so that preferred names can be changed in our systems. For example, if someone is non-binary or transgender, they can – even without undergoing a legal gender change – update their preferred name to avoid ‘deadnaming‘« she says, adding:

»The change is reflected everywhere, so neither instructors nor fellow students see one’s old name and therefore cannot misgender or call someone something they do not wish to be called,« she says.

It is also being planned to take a closer look at the social activities in study environments, including orientation programmes, to ensure there are events where everyone can participate.

»The social activities in study environments are typically structured for people who are very extroverted. I imagine that, together with colleagues across the university, we will also begin exploring whether it’s possible to create forums and events where the social community feels a bit different,« she says.

Reach Out initiative

Julie Couneau Lohmann Rasmussen is the head of the Education & Students section, where she works on inclusion and diversity in student life. Previously, UCPH could only measure how many students experience discrimination through the annual study environment survey.

»There is no doubt that it happens at UCPH, but we cannot recognize the levels reported in the DM survey from our own study environment survey. Our 2023 data indicates fewer incidents. But regardless, we know it occurs, and it must be taken seriously,« she says.

In September 2023, UCPH launched the Reach Out initiative, providing a central and local support system for students experiencing discrimination or harassment.

»Previously, students had to contact the Study and Career Guidance Office, but three years ago we began a comprehensive effort to better accommodate students who, for various reasons, may not feel comfortable reaching out there,« says the section head. She continues:

»This resulted in Reach Out, which students can now contact either centrally or locally, depending on what feels best. We don’t yet have a large number of cases reported, as people are still discovering that the initiative exists.«

The initiative allows individuals to seek help as an individual, as a group, or on behalf of someone else as an ‘ally,’ where one may have witnessed something happening to others and can seek advice on that basis.

»It’s an option that makes reaching out feel less vulnerable,« says Julie Couneau Lohmann Rasmussen, adding:

»Many students find reassurance in knowing that they can have allies across campus, where everyone can play a role in creating an environment that everyone wants to be part of.«

Getting the organisation ready

So far, the initiative cannot be used to find out what kind of discrimination is exactly taking place at UCPH, says Julie Couneau Lohmann Rasmussen.

»When a student makes an enquiry through Reach Out, for example, all we do is register the faculty where it comes from. We want to protect them and make an inquiry as anonymous as possible,« she says and continues:

»But as for the inquiries we have received so far, I can tell you that it has mainly been about bullying harassment, offensive comments, and being excluded from the community, and things like that. Things that may have to do with a particular study start culture or a particular tone in the teaching,« the head of section says.

Specifically, approximately 30 per cent of last year’s approximately 60 inquiries were about discrimination.

»For example: I can’t get from A to B in my wheelchair, or: My instructor insisted on calling me my birth name, even though I asked for something else,« she says.

In addition to the Reach Out initiative, UCPH is preparing its organisation to better accommodate all types of students and staff, according to Julie Couneau Lohmann Rasmussen.

»We are collaborating with the learning unit TEACH on a course for teachers that is about the inclusive learning space. Here we have a slightly caricatured image that we use to illustrate the point about how different students can be,« says the head of section and elaborates:

»It depicts a classroom with 30 students. One of them has difficulty walking, one has autism, one has ADHD, and two of them are dyslexic. Then we talk to the teachers about how you can create a classroom where all the different types of students feel included.«

There will be many things to take into account in such a situation, and it is important that teachers are properly equipped for it, says the senior consultant, who also explains that the area is developing rapidly and is changing »as we speak.«

»We have some really cool students who are extremely aware of this, both on their own behalf and on behalf of their fellow students. At the same time, we also experience that many teachers want to create the best teaching environment, and therefore are very interested in the area. This means that it is something that we have to take very seriously.«