There is a long history of educational discrimination which has led to marginalized populations in the U.S. (Perez, 2021; Love 2019) This structural oppression has continued into the present day. This is apparent even in social work programs. Educational injustice is problematic with social work programs because social work's mission is to be a champion of social justice (National Association of Social Workers, n.d.). The present study explores perceptions of equity and inclusion in higher education classrooms in social work students versus non-social work students to understand if social work is ahead, on par with, or behind other disciplines. The goal is to establish a baseline of perceived equity and inclusion in social work classrooms. Study participants were 18 years or older, classified as a sophomore or higher, who have completed two semesters or more of their major. An online quantitative survey based on the Panorama Equity and Inclusion Survey with additional demographics was used to collect data. The theoretical framework for data analysis is a newly developed Ecologically Systematic Exclusion and Inclusion. This framework was developed using Ecological Systems Theory, Social Exclusion concept, and Social Inclusion Concept. Statistical analysis includes bivariate and multivariate analysis. The results show that race and gender were not statistically significantly associated with perceptions of equity and inclusion in higher education. Faculty impact variable was found to account for the most variance (11.6%); this included faculty encouragement and faculty empowerment. Family factors and discipline were also found to have a statistically significant impact on perceived equity and inclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]