Diversity, Equity, and Inclusion | DEI

Puzzles Fit Together Because of Their Differences!

Observing the social dynamics within society reveals a continuous engagement in conflict from various angles, rooted in our very diversity. The critical question we must ask ourselves is whether we are pursuing diversity authentically to achieve equitable coexistence or merely engaging in a tug-of-war with each other to either create a new wave of homogeneity into dominance or maintain current hegemony structures to reinforce marginalization. Neither of these paths is the way to achieving societal equity.

At the crux of the matter, people desire true freedom. It's the inherent right of everyone to live freely and be themselves without constraints. Individuals within the federally protected classes, which I refer to as the Human Protective Rights Group or HPR for short, encompassing categories such as race, age, gender, ethnicity, disability, color, religion, sex, and more, all of which DEI work embodies, I have encountered numerous examples from individuals for each element, the cries to assert freedom and rights. If I want to be called a boy, then I am a boy; if I want to be called a girl, then I am a girl. And if I choose neither, that's my prerogative, and I have the right to determine the criteria I want to assert for myself, either by feelings or biological state. Likewise, if my skin color is shades darker, that should not criminalize me or label me as a non-entity, burdening me to prove myself or appease someone's biased perception. However, navigating authentic societal equity requires ensuring that everyone's rights to freedom are upheld in a manner that does not, in turn, result in the loss of freedom for another. To navigate true societal equity, the essence of creating public value with individual-utilitarian support for collective wellness, personal ethos-empathy assertions for free living, and the mirror-window viewing for harmonious co-existence require understanding the reality of our social structures. The historic establishment of hegemonic and marginalized groups in our social structures must be undone and the aftermath cleaned up, which is currently being done through three essential approaches:

1. Policy-Making

2. Legislative Acts

3. Diversity, Equity, and Inclusion (DEI)

Focusing on diversity, equity, and inclusion, the DEI work is geared towards dismantling the aftermath of insertions of societal hegemony and marginalization to obtain a level playing field. The DEI work involves striving for a humanistic paradigm devoid of political entanglements while simultaneously navigating processes to prevent the fostering of hatred based on differences in values, perspectives, or identity, thereby cultivating a climate of equitable coexistence. However, it is crucial to acknowledge that certain diverse perspectives cannot seamlessly merge into a collective understanding and inherently maintain their unique exclusivity. Take, for example, religion, a federally protected class under the Human Protective Right (HPR) groups, where the belief in God (a religious mindset) and the absence of belief in God (an atheistic mindset) are fundamentally incompatible. Consequently, these diverse perspectives require acknowledgment, together with all other perspectives, values, and identities, whether mutually exclusive or not, and demand delicate navigation and balance to achieve equitable coexistence in our society.

Focusing on diversity, equity, and inclusion, the DEI work is geared towards dismantling the aftermath of insertions of societal hegemony and marginalization to obtain a level playing field. The DEI work involves striving for a humanistic paradigm devoid of political entanglements while simultaneously navigating processes to prevent the fostering of hatred based on differences in values, perspectives, or identity, thereby cultivating a climate of equitable coexistence. However, it is crucial to acknowledge that certain diverse perspectives cannot seamlessly merge into a collective understanding and inherently maintain their unique exclusivity. Take, for example, religion, a federally protected class under the Human Protective Right (HPR) groups, where the belief in God (a religious mindset) and the absence of belief in God (an atheistic mindset) are fundamentally incompatible. Consequently, these diverse perspectives require acknowledgment, together with all other perspectives, values, and identities, whether mutually exclusive or not, and demand delicate navigation and balance to achieve equitable coexistence in our society.

The objective is to establish a framework genuinely embodying the essence of Diversity, Equity, and Inclusion (DEI) work, promoting equitable coexistence towards societal equity, and ensuring all students experience fair treatment and a safe mental and emotional atmosphere in our schools without continuously violating the dignity of the marginalized. The sensitivity of DEI work can be likened to our response to smells. Some actively seek out equity issues, constantly attuned to detecting disparities like someone trying to identify a foul odor. Others, however, are less inclined to be actively engaged and can become desensitized to the work. This resembles how our senses adapt to a strong smell over time, eventually becoming numb. For those of us where the lingering scent has permeated our nostrils, there is a collective awareness that although some aspects of DEI initiatives may have made commendable strides, the effectiveness of these efforts remains constrained and woefully inadequate. This is primarily due to the flawed positioning of DEI experts in institutions, the restrictions on the work, and, more importantly, the need for an apolitical implementation of the work provided. All these factors have limited relevance to the impact of DEI work on achieving societal equity.

At this point, I would like to share insights that encompass concerns raised and examples of practical implementation drawn from informed knowledge, covering various facets of DEI work. For clarity, I have outlined the work of DEI in three main areas.

A. Diversity, Equity, and Inclusion work aims to foster an atmosphere that cultivates a safe emotional and mental environment and ensures fair experiences for marginalized individuals just like everybody else. This is achieved through proactive and reactive measures across all levels of an institution.

Proactive and Reactive Measures: Proactive measures focus on building empathy by acknowledging lived experiences without perpetuating the "othering" of marginalized individuals. Reactive measures concentrate on restorative practices and cultural humility to counteract discrimination, emphasizing true empathy over sympathy.

Proactive Concrete Example: Empathy building should enhance understanding without simplifying or stereotyping marginalized groups, focusing on individuals' identities beyond reductive labels (e.g., recognizing a "scientist" rather than defining them by race first). Ineffective empathy efforts risk reinforcing stereotypes, creating empathy bias, or resulting in performative empathy that fails to address systemic issues. For example, effective practices like peer mentorship and student support circles prioritize genuine connection, avoiding tokenism. These strategies promote cultural competence, preventing bias reinforcement by appreciating cultural diversity and avoiding assumptions, thus fostering authentic celebration and understanding of diverse cultures.

Reactive Concrete Example: Restorative practices risk reinforcing a deficit narrative about marginalized groups by promoting sympathy instead of genuine empathy, which involves deeply understanding and connecting with others' experiences. For example, suppose a Jewish person encounters the derogatory "K-Word" from a Black person. In that case, empathy involves the Black person envisioning themselves in a similar situation, not as a Jewish person, but as a Black individual subjected to the derogatory N-word. Practical implementation includes using restorative circles, promoting cultural humility, and establishing a discrimination-free environment through open dialogue, personalized support, cultural training, transparent reporting systems, accountability for discriminatory actions, and regular effectiveness assessments. These measures aim to combat discrimination and ensure a deep connection and understanding beyond mere sympathy, which can sometimes position offenders as superior to victims by suggesting that victims need offenders' pity for validation.

B. Diversity, Equity, & Inclusion work is dedicated to bringing awareness and education about the ostracized states of marginalized groups and, hence, how the aftermath of their exclusion from participatory roles in the diverse facets of our shared society endeavors and structures looks like today. This is achieved through professional development and candid conversation initiatives across levels of an institution.

Professional Development and Candid Conversations: Professional development in Diversity, Equity, and Inclusion (DEI) work aims to distinguish these efforts from political underpinnings clearly. The focus is on maintaining humanistic values associated with the work, respecting individual preferences, and acknowledging diverse experiences. Candid conversations are centered on enhancing Social and Cultural Competency to dismantle marginalized and hegemonic structures for equitable coexistence, promoting open discussions to address cognitive dissonances and situate conceptual ecologies within diverse societal perspectives.

Professional Development Concrete Example: Concerns about phasing out gender-specific terms like "boy" or "girl" have sparked fears of marginalizing those who view biological sex as central to their identity. However, the aim of inclusivity efforts is not to eliminate diversity but to ensure all cis, trans, and non-binary identities feel acknowledged, using terms like "boyfriend/husband," "girlfriend/wife," or "partner" as preferred. A key principle is promoting representation, not eradication, by respecting individual preferences and experiences. Practical approaches to Diversity, Equity, and Inclusion (DEI) should separate these initiatives from socio-political agendas, focusing on promoting humanistic values.

Candid Conversations Concrete Example: Equity work aims to move beyond stereotypes, fostering respect for diverse perspectives on identity, whether defined by biological anatomy or personal feelings. It supports individuals' rights to align their gender identity with their physical appearance through medical interventions or reconcile their feelings with their biological sex through therapeutic methods. This effort ensures that personal and familial identity definitions are respected and coexist without hate. Creating open discussion spaces for students helps students navigate cognitive dissonances and understand diverse societal concepts, promoting inclusivity and understanding.

C. Diversity, Equity, and inclusion work in Curriculum focuses on diverse representation and pedagogical approaches to teaching and learning. This is achieved through Culturally Responsive Sustainable Education across all levels of academic disciplines, not just within an earmarked DEI class.

Curriculum Reconstruction and Pedagogy: Culturally Responsive Sustainable Education (CRSE) integrates diverse cultural perspectives across all academic fields to foster a more inclusive, equitable, and engaging learning environment. Implementing DEI in curriculum reconstruction involves promoting true representation and equity while avoiding the appearance of indoctrination, using appropriate pedagogical methods. The focus across disciplines is on enhancing critical thinking, encouraging open dialogue, and ensuring a balanced perspective. True equity is achieved by embracing diversity without enforcing a singular narrative, creating an inclusive and intellectually stimulating atmosphere for all students.

Reconstruction Concrete Example: Focus on Representation

Social Studies: Authentic representation entails exploring historical events from multiple perspectives and integrating diverse cultures beyond a Eurocentric focus, encompassing Africa, Asia, the Americas, and the Middle East for global significance.

History: Authentic representation involves expanding the curriculum to include lesser-known events and figures from indigenous cultures, women, and minority groups, presenting a comprehensive and inclusive narrative that highlights achievements despite power dynamics and marginalization.

Science: Authentic representation includes highlighting the contributions of scientists from diverse backgrounds and incorporating traditional ecological knowledge for a holistic understanding. This ensures a comprehensive exploration of scientific topics beyond mainstream principles.

Literature: Authentic representation in academia involves diversifying the literary canon by incorporating works from authors of diverse ethnicities, genders, and cultural backgrounds, ensuring students see themselves reflected in empowering ways.

Mathematics: Authentic representation involves incorporating examples from diverse cultures to illustrate the universal applicability of mathematical concepts. Achieving equity requires integrating real-world issues, mathematicians from diverse backgrounds, and diverse family structures in problem sets.

Pedagogy Concrete Example: Focus on Pedagogical Approaches

Social Studies: The approach involves comparative analysis with the goal of fostering a nuanced understanding of diverse cultures and histories and promoting empathy and respect for varied perspectives.

History: The approach is an Inclusive Narrative, aiming to encourage students to critically evaluate historical contexts without imposing value judgments. It provides a comprehensive and inclusive narrative that respects diverse experiences.

Science: The approach integrates Traditional Ecological Knowledge, emphasizing the interconnectedness of scientific concepts and cultural contexts. It offers a holistic understanding of science that values diverse perspectives and knowledge systems.

Literature: The approach is Diversifying the Literary Canon, encouraging critical analysis of texts without imposing specific interpretations. It provides students with a rich and varied understanding of human experiences, allowing them to connect with literature on a personal level.

Mathematics: The approach is Real-World problem-solving, encouraging students to approach problem-solving with cultural sensitivity and promoting the application of mathematical principles in diverse contexts. This allows students to recognize the relevance of math in their own lives and communities.

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Pre-Teaching Sensitive Topics!

Pre-teaching sensitive topics, like the Holocaust or Slavery, through open dialogue ensures a nuanced understanding while empowering students to appreciate diverse experiences. However, careful framing is crucial to avoid leaving students from oppressed groups feeling ashamed or diminished. This technique aims to collectively empower students, fostering reflection, empathy, and a commitment to positive change, thereby ensuring lessons promote understanding and resilience without reinforcing negative stereotypes or biases.

Pedagogical Technique: Culturally Responsive and Affirming Approach.

Build Trust and Establish a Safe Space:

Foster a classroom environment that encourages open dialogue and respect.

Establish trust through activities that promote understanding and community building.

Provide Context and Trigger Warnings:

Offer context and frame the lesson with clear objectives.

Give students advance notice about the sensitive nature of the topic to prepare them emotionally.

Offer Diverse Perspectives:

Present a range of voices and experiences, including those of resilience and empowerment.

Showcase stories of individuals who resisted oppression and contributed positively to change.

Empowerment Through Education:

Emphasize the importance of learning from history to promote understanding and prevent the repetition of injustices.

Connect context of content to contemporary issues and actions for positive change.

Facilitate Critical Thinking and Discussion:

Encourage critical analysis of content context and their implications.

Provide space for respectful discussion, allowing students to express their thoughts and feelings.

Use Multimodal Resources:

Incorporate a variety of resources, such as videos, literature, and guest speakers, to offer different perspectives.

Use materials that portray the strength and resilience of oppressed communities.

Acknowledge and Validate Emotions:

Recognize that discussions on sensitive topics may evoke strong emotions.

Create opportunities for students to share their feelings, ensuring a supportive atmosphere.

Connect Learning to Empowerment:

Conclude the lesson with a focus on how understanding these historical events can empower individuals to contribute to a more just and equitable society.

Highlight positive actions and initiatives that promote inclusivity and social justice.

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Additional Sources

Banks, J. A., & McGee Banks, C. A. (Eds.). (2010). Multicultural education: Issues and perspectives. Wiley.

Bernard, C., & Talbot, B. C. (2023). Music Teachers’ Experiences with Implementing Diversity, Equity, and Inclusion. Music Educators Journal, 109(3), 26-33. https://doi.org/10.1177/002743212311596

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

Heath, M., Due, C., Hamood, W., Hutchinson, A., Leiman, T., Maxfield, K., & Warland, J. (2017). Teaching sensitive material: A multi-disciplinary perspective. ergo, 4(1).

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. https://doi.org/10.3102/00028312032003465

Moore, M. H. (1997). Creating public value: Strategic management in government. Harvard University Press.

New York State Education Department. (n.d.). Culturally responsive-sustaining education framework. Retrieved from http://www.nysed.gov/crs/framework

Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.

Unknown/Anonymous. (personal communication, n.d.). Examples Provided.