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.