LAUSR

Supplemental digital content is available in the text. Abstract AIM This study aimed to gain an understanding of how students’ perceptions of belonging are impacted by their observations of the cultural/racial climate and diversity and inclusion in a distance education environment. BACKGROUND Studies have evaluated students’ perceptions of belonging and racial climate in a physical environment; there is a gap in understanding those perceptions within a distance education environment. METHOD In 2019, an online survey was administered to distance learning students from four academic programs at a national university that provides education services in all 50 states. RESULTS Results of a multiple linear regression analysis showed that students’ perceptions of university inclusion and diversity efforts, experiences related to language barriers, and advisors played a significant role in students’ perceptions of belonging, F(4, 205) = 52.96, p < .000, with an R2 of .51. CONCLUSION Supporting an equitable distance learning environment should be a paramount objective for universities.