Evaluating IDEA=B In Social Work Education: Development and Validation of the Institutional Belonging In Higher Education Scale (IBHES)

Background and Purpose:
Institutions of higher education increasingly express commitments to Inclusion, Diversity, Equity, Accessibility, and Belonging (IDEA=B), yet questions remain about whether these commitments translate into the lived experiences of faculty, staff, and students. In social work education, belonging is particularly important because the profession emphasizes equity, participation, and social justice. This study examines IDEA=B within U.S. social work programs through the development and validation of the Institutional Belonging in Higher Education Scale (IBHES). The IBHES was designed to measure perceptions of institutional belonging among faculty, staff, and students and to assess how institutional policies and practices related to IDEA=B correspond to the climate experienced within social work programs. The objectives of the study were to evaluate the psychometric properties of the IBHES and to examine whether IDEA=B-related institutional policies are associated with reported levels of belonging.

Methods:
This quantitative psychometric instrumentation study used survey data collected from a nationwide sample of individuals affiliated with accredited U.S. social work programs (n = 1,435), including faculty, staff, and students. Participants completed the Institutional Belonging in Higher Education Scale and survey items assessing the presence of IDEA=B-related institutional policies and practices. Confirmatory factor analysis was conducted to evaluate the factor structure and construct validity of the IBHES. Model fit was assessed using the chi-square statistic, Root Mean Square Error of Approximation (RMSEA), Comparative Fit Index (CFI), and Standardized Root Mean Square Residual (SRMR). Internal consistency reliability was also examined. Multiple regression analyses were conducted to examine relationships between institutional policies and IBHES scores.

Results:
Confirmatory factor analysis indicated strong model fit for the IBHES (χ² = 43.36, df = 5, p < .001; RMSEA = .072; CFI = .991; SRMR = .016), supporting the scale as a measure of institutional belonging in higher education. Regression analyses identified several IDEA=B-related policies significantly associated with higher IBHES scores. Policies designed to improve accessibility for individuals with disabilities were the strongest predictor of belonging (β = .389, p < .001). Mentorship programs that provide professional guidance and connection were also associated with higher levels of belonging (β = .283, p < .001). Targeted recruitment strategies supporting affinity groups were similarly associated with belonging (β = .272, p < .001).

Conclusions and Implications:
The findings support the reliability and validity of the Institutional Belonging in Higher Education Scale as a tool for assessing belonging in social work education. Results indicate that institutional policy environments are associated with how individuals experience inclusion and support. Policies focused on accessibility, mentorship, and recruitment appear particularly important in fostering belonging. The IBHES offers a practical instrument for program assessment, institutional climate evaluation, and research examining the relationship between IDEA=B initiatives and experiences of belonging in higher education.