Challenges and Opportunities of Diversity, Equity and Inclusion in Accounting: Insights from an Eastern European Context

Abstract

Diversity, equality, and inclusion (DEI) initiatives have gained significant prominence in the contemporary accounting profession and organizational cultures, particularly in light of the increasingly globalized and heterogeneous nature of societies worldwide. In this context, this study aims to identify the main challenges and opportunities associated with DEI in accounting by examining perceptions of DEI policies and practices and their expected future impact. This research stands out by examining the perceptions of young accounting professionals, from an emerging Eastern European context, where DEI integration in accounting education and practice remains limited but increasingly relevant. Thus, the analysis is based on a questionnaire with data collected from 89 accounting students enrolled in higher education programs in Romania, who also perform accounting-related responsibilities in national and international companies. DEI is conceptualized as a multidimensional construct considering dimensions regarding DEI-related attitudes, institutional and educational support, career equity perceptions, as well as perceived discrimination in academic and professional accounting environments. The analysis explores whether there are significant differences in DEI perception across respondents based on gender. Muchmore, the study investigates the extent to which perceptions of DEI policies and practices influence expectations about the future impact on the accounting profession, the quality of ESG performance, as well as the topics addressed within accounting education. The methodological approach combines validity and reliability assessment for DEI construct using Kaiser-Meyer-Olkin test for sampling adequacy, and Cronbach’s alpha coefficients to evaluate the internal consistency of the identified dimensions. Parametric (ANOVA) and non-parametric (Mann–Whitney U) tests are employed to examine group differences and the determinants of perceived DEI impact. Exploratory factor analysis was operationalized to identify significant variables that may explain latent relationships validated through regression analysis. Drawing on social identity theory, the findings demonstrate that perceptions on DEI practices are shaped by individuals’ social group affiliations, leading to systematic difference in how diversity, inclusion, and inclusion are evaluated across gender characteristics. Overall, the findings indicate positive attitudes toward DEI initiatives and their relevance for the accounting profession and education, as well as for ESG performance in terms of ethical awareness, professional development, and organizational inclusiveness. The study has academic and practical contributions, providing insights for professional bodies and policymakers aiming to enhance the effectiveness and credibility of DEI initiatives in the accounting profession.