Attitudes of non-teaching staff toward diversity. Their relationship with educational inclusion in REDIPIES universities

Abstract

Introduction: This article, framed within the positivist paradigm and with a quantitative-correlational approach, had as its main objective to determine the relationship between the attitudes of non-teaching staff toward diversity and their perception of educational inclusion in Network REDIPIES universities. The method was based on the analysis of a sample of N=268 non-teaching staff from universities in Argentina, Colombia, Cuba, Ecuador, and Mexico, using standardized questionnaires with Likert scales to collect data on the work context, participation in governance, and attitudes toward diversity. The Results reveal a profound institutional paradox. Although these staff members demonstrate a high level of critical awareness of the inclusion process (49.63% perceive contradictions between discourse and practice, Q21), their perception of an inclusive environment is undermined by internal barriers of inequality. Specifically, 48.13% said they had not had the opportunity to change category/rank (Q02), and a significant 54.1% reported little or no participation in decision-making on educational inclusion (Q05). Materials and Methods: These data indicate that, despite their critical attitude, the group is marginalized from governance spaces and perceives intrinsic workplace inequality (Q40), which directly contradicts the principles of inclusion. As a main Conclusion, it is established that the relationship between the favorable attitudes of non-teaching staff and perceived inclusion is not linear, but is negatively mediated by the lack of systemic equity and exclusion from internal governance. The ability of these staff members to be active promoters of an inclusive culture is hampered by the institution itself, which does not apply the values of equity in its human resource management policies. Therefore, it is recommended that future strategic guidelines focus on labor justice and the participatory integration of non-teaching staff to validate their criticism and effectively transform university culture.