You are here
Rationales for DEI
Module 1: Making the Case for Diversity, Equity & Inclusion (DEI)*
From Ways to Incorporate DEI into Your Courses By David Luke, Chief Diversity Officer, University of Michigan, Flint
Rationales for DEI
Initiatives for Diversity, Equity & Inclusion (DEI) are ubiquitous in higher education, taking different names (often including other words like “Justice” or “Belonging,” but typically including DEI). Concepts related to DEI are increasingly politically contested, with states like Tennessee voting in 2016 to de-fund DEI efforts at their public universities, and more recent attacks on Critical Race Theory (CRT), primarily driven by mischaracterization and misunderstanding of what CRT actually is.
Words matter, and some very valid criticisms of the language of DEI involve its lack of specificity. Generally, when I use the term
- diversity it is about representatives of different identities within an organization,
- inclusion is the degree to which those different individuals are integral parts of the organization from top to bottom and involved in meaningful ways in decision-making, and
- equity relates to supporting people by providing what they need and eliminating systemic barriers that prohibit some people from full participation or full benefits.
Although many believe in the moral rationale for DEI, leveraging various rationales for DEI is the best way to get everybody on-board and supportive. In higher education, the academic benefits of a diverse classroom are often touted. Diverse teams make better decisions, and in for-profit corporations, this translates to higher revenues. Even within higher education, a financial case can be made for DEI in terms of improving campus climate and sense of belonging and how that translates to higher retention rates and thus increased tuition revenue. Colleges and universities may also indicate how they are preparing students for work in a global economy. Finally, for many, there is a moral case why DEI are important—because they are the right thing to do, and conversely, their opposites (uniformity, inequity, and exclusion) are wrong.
In the best-case scenario, everybody would support the pursuit of equity and inclusion because it’s the right thing to do. In fact, even discussion of other rationales can feel upsetting; everybody should recognize the moral case for this, I often think. At the same time, everybody doesn’t, and whatever instructors can do to help students to support changing policies, practices, and operations to become more equitable and inclusive, we should do it. The support gained by doing so may be the difference between a successful or failed initiative, and those outcomes matter.
*Published 07/22. © 2022 Sage Publishing. All rights reserved. All other brand and product names are the property of their respective owners.