Evidence of Validity of the Scale of Institutional Embracing of Diversity in a Brazilian University Context

Authors

DOI:

https://doi.org/10.15448/1980-8623.2025.1.42190

Keywords:

embracing, diversity, scale; , validity, university.

Abstract

We analyzed validity evidence for the Scale of Institutional Embracing of Diversity based on the internal structure and the relations with external variables. The sample was 3,484 university students of a Brazilian public institution. The scale is a self-report instrument, with 13 items, which assess how welcoming or hostile the university environment is to various social groups (α = .94; ω = .93). The factor analysis identified a single factor structure, which explained 58.70% of the variance of the measured attribute. Furthermore, the scale correlated significantly and positively with knowledge of prevention and mental health promotion at the university. On the other hand, it also correlated negatively with the indicators of suicidal ideation among the students in the sample. Thus, evidence suggests the scale as a reliable indicator to assess affirmative institutional actions and policies that foster embracing at university.

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Author Biographies

Loriane Trombini-Frick, Federal University of Paraná, Curitiba, PR, Brazil.

PhD in Education (Júlio de Mesquita Filho State University – UNESP). Professor in the Department of Theory and Foundations of Education, Education Sector of the Federal University of Paraná. Professor in the Graduate Program in Education at UFPR. Member of the Research Group Observatory of Institutional Climate and Prevention of Violence in Educational Contexts – Xará, of UFPR, IFSP and UFU.

Ana Carina Stelko Pereira, Federal University of Paraná, Curitiba, PR, Brazil.

PhD in Psychology (Federal University of São Carlos – UFSCAR). Professor in the Department of Theory and Foundations of Education, Education Sector, Federal University of Paraná. Professor in the Graduate Program in Education at UFPR. Coordinator of the Research Group Observatory of Institutional Climate and Violence Prevention in Educational Contexts – Xará.

Juliana Aparecida Matias Zechi, Federal Institute of Education, Science and Technology of São Paulo, Presidente Epitácio, SP, Brazil.

PhD in Education from Júlio de Mesquita Filho State University (UNESP). Adjunct Professor at the Federal Institute of Education, Science, and Technology of São Paulo. Member of the Research Group Observatory of Institutional Climate and Violence Prevention in Educational Contexts – Xará.

Vitor Atsushi Nozaki Yano, Concordia University, Montreal, Canada.

Master in Educational Studies (Concordia University, Canada). Master in Electrical Engineering and Pedagogy from the Federal University of Paraná, Brazil. Member of the Interagir Laboratory, Education Sector of the Federal University of Paraná.

Enzo Lopes Amaral, Federal University of Paraná, Curitiba, PR, Brazil.

Pedagogy student at the Federal University of Paraná. Member of the Institutional Climate Observatory and Violence Prevention in Educational Contexts Research Group – Xará

Josafá Moreira da Cunha, Federal University of Paraná, Curitiba, PR, Brazil

PhD in Education from the Federal University of Paraná (UFPR). Professor in the Department of Theory and Foundations of Education, Education Sector, at the Federal University of Paraná. Professor in the Graduate Program in Education at UFPR. Coordinator of the Interagir Laboratory at UFPR.

Pedro Afonso Cortez, Federal University of Uberlândia, Uberlândia, MG, Brazil.

PhD in Psychology from the University of São Francisco (USF). Professor of Higher Education at the Federal University of Uberlândia (UFU). Member of the Research Group Observatory of Institutional Climate and Violence Prevention in Educational Contexts – Xará.

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Published

2025-08-27

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Trombini-Frick, L., Stelko Pereira, A. C., Matias Zechi, J. A., Nozaki Yano, V. A., Lopes Amaral, E., Moreira da Cunha, J., & Afonso Cortez, P. (2025). Evidence of Validity of the Scale of Institutional Embracing of Diversity in a Brazilian University Context. Psico, 56(1), e42190. https://doi.org/10.15448/1980-8623.2025.1.42190

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