Diversity, Equity, and Inclusion in Higher Education

DEI in higher education

Most higher education institutions now promote diversity, equity, and inclusion (DEI) as core values attached to their institutional mission because doing so is crucial for ensuring a welcoming and inclusive campus environment for all students, faculty, and staff. Best practice recommends that DEI senior officers answer directly to a university or college’s president, thereby ensuring that DEI matters have representation and an enduring voice in leadership matters. DEI officers design and implement strategies to promote diversity and inclusion, address issues of bias and discrimination, and develop policies and practices that promote equity and fairness on campus. Some schools pair DEI initiatives with Title IX initiatives (Title IX assures gender equity on college campuses) and anti-discrimination human resources procedures related to disability, age, pay, sex, and hiring practices.

DEI initiatives promote social justice as a value that is actionable; decisions are made and actions taken to remodel institutional infrastructure so that it aligns with improving all students’ well-being, safety, access to opportunity, and rights to an education for an increasingly diverse student population. DEI also promotes cultural diversity via campus activities such as multicultural events, celebrations, and programs built with diversity and inclusion at their core.

Many states have legislation that requires DEI policies, programs, training, senior officers, and curricula at public universities and colleges, though some governors find this mandate controversial. The Chronicle of Higher Education steadfastly follows what is happening in states’ legislation in light of this. Here is the publication’s April 2023 update on the latest controversy: “Some States Want to Ban DEI in Higher Ed. These States Want to Require It.”

There are currently no federal regulations that specifically mandate the creation of DEI officer positions in higher education institutions. However, there are some policies and guidelines that promote the importance of DEI in higher education. The U.S. Department of Education has issued guidelines related to Title VI of the Civil Rights Act of 1964, which prohibits discrimination of the basis of race, color, or national origin in programs and activities that receive federal financial assistance. These guidelines encourage institutions to take proactive steps to ensure that their programs and activities are free from discrimination and promote diversity and inclusion.

Higher education accreditors, such as the Middle States Commission on Higher Education, the Higher Learning Commission, and the Accrediting Council for Independent Colleges and Schools, have standards related to diversity and inclusion that institutions must meet to maintain their accreditation. Consequently, a majority of private colleges now elect to keep in step with state legislation that requires DEI initiatives at institutions of higher learning. Additionally, DEI policies that help colleges create a more inclusive and equitable environment can lead to better outcomes for all students, including increased retention rates, higher graduation rates, and improved academic performance.

DEI does not change affirmative action legislation, which allows race to be a component in college admissions decisions. Currently, a U.S. Supreme Court decision is under way on a suit brought against Harvard and the University of North Carolina in which an organization named Students for Fair Admissions alleges that both universities discriminated against Asian Americans, a minority group that is largely represented in higher education. No ruling has yet been issued by the Supreme Court as to whether considering race in the college admissions process violates federal law. Stay tuned – the Supreme Court’s decision is imminent.

Dr. Mary Mahoney, PhD, is the medical humanities director at Elmira College and has more than 20 years of experience as an advisor and essay reviewer for med school applicants. She is a tenured English professor with an MFA in creative writing from Sarah Lawrence College and a PhD in literature and writing from the University of Houston. For the past 20 years, Mary has served as a grad school advisor and essay reviewer for med school applicants. Want Mary to help you get Accepted? Click here to get in touch!

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