Inclusivity, the intentional incorporation of practices that foster a sense of belonging by promoting meaningful interactions among persons and groups representing different traits, perceptions and experiences, is a prerequisite for excellence in nursing education. Nevertheless, many faculty struggle to create an inclusive learning experience for baccalaureate nursing students.The purpose of this scoping study was to explore and summarize the extant literature on inclusivity, identify evidence-based strategies to promote inclusivity, and provide directions for further research on inclusivity in baccalaureate nursing education.Thirty studies, conducted in English-speaking countries, from 2001 through 2016, were included in the final analysis. Results from the mostly descriptive studies were organized into 3 themes. 1) Nursing students from underrepresented minority groups experience discrimination from peers, faculty, and clinicians in the classroom, the clinical setting and/or the larger institution. 2) The cumulative effect of discrimination is a lack of belongingness, which is associated with adverse outcomes. 3) All aspects of the undergraduate nursing students' learning community act as facilitators or barriers to inclusivity or a sense of belongingness.This study provided a deeper understanding of underrepresented minority nursing students' experiences and perspectives related to inclusivity. This, in turn, can inform future action.