Purpose This study aims to examine the impact of faculty diversity on student experiences in American accounting education, focusing on how diverse professors influence student engagement, intercultural competence and academic aspirations. Design/methodology/approach A qualitative approach was used, consisting of semi-structured interviews with ten students and ten professors from various US universities. The interviews were analysed using thematic analysis to identify key themes related to professor diversity’s influence on students’ academic experiences. Findings This study finds that professor diversity positively impacts students’ sense of belonging, engagement and critical thinking. Diverse faculty contribute to a more inclusive learning environment, enhancing students’ intercultural competence and preparing them for globalized professional environments. Additionally, diversity among faculty influences students’ career aspirations and confidence in pursuing international opportunities. Research limitations/implications This study is limited by its small sample size and reliance on self-reported data, which may introduce biases. Future research should include larger, more diverse samples and explore the long-term impacts of faculty diversity on student outcomes. Practical implications The findings suggest that universities should prioritize faculty diversity to enhance student engagement and learning outcomes and foster a more inclusive educational environment. Social implications This research highlights the importance of visible diversity in academia to inspire underrepresented students and promote a more inclusive, equitable learning experience. Originality/value This research contributes to the discourse on diversity in education by focusing on the specific context of American accounting education. It provides empirical evidence on how diverse faculty influence students’ academic experiences, a topic underexplored in previous studies.
Almasarwah et al. (Fri,) studied this question.