Understanding the experiences of students from historically excluded backgrounds in studio-based design education

In this study, we conducted qualitative interviews with 13 students from historically excluded backgrounds who were enrolled in studio-based architecture, product design, and interior design programs at public university in the United States. Interviews revealed that students perceived faculty to be disconnected from today’s concerns about mental health and the financial realities of students. Students also did not feel that studio grading was fair. Professors were perceived as being too controlling of student projects, and students from historically excluded backgrounds experienced discriminatory treatment in studios and critiques. We discuss these findings through the lens of Critical Race Theory, arguing that the lack of inclusivity in design education is not only a threat to effective learning but also an example of systemic racism. Our findings underscore the need for more inclusive pedagogical approaches and better institutional support structures in design education.