Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People
Abstract
:1. Introduction
1.1. EDI
“Ill. The initial education and training of scientific researchers section 13 To assist the emergence of scientific researchers of this high calibre, Member States should take measures to: (a) ensure that, without discrimination on the basis of race, colour, descent, sex, gender, sexual orientation, age, native language, religion, political or other opinion, national origin, ethnic origin, social origin, economic or social condition of birth, or disability, all citizens enjoy equal opportunities for the initial education and training needed to qualify for research and development careers, as well as ensuring that all citizens who succeed in so qualifying enjoy equal access to available employment in scientific research; (b) abolish inequalities of opportunities; (c) in order to remediate past inequalities and patterns of exclusion, actively encourage women and persons of other under-represented groups to consider careers in sciences and endeavour to eliminate biases against women and persons of other under-represented groups in work environments and appraisal”[40] (p. 120)
1.2. Identity and Situation of Disabled People in Universities in General and Mentioning within Science Policy Frameworks
“persons with disabilities means persons who have long-term or recurring physical, mental, sensory, psychiatric or learning impairment and who (a) consider themselves to be disadvantaged in employment by reason of that impairment, or (b) believe that a employer or potential employer is likely to consider them to be disadvantaged in employment by reason of that impairment and includes persons whose functional limitations owing to their impairment have been accommodated in their current job or workplace”
“acquired brain injury, ADHD, autism spectrum disorder, chronic health disability (e.g., Crohn’s disease, hemophilia, epilepsy, asthma, diabetes, HIV/AIDS, cancer, pain etc.), coordination or dexterity disability (e.g., arthritis, cerebral palsy, cystic fibrosis, multiple sclerosis), deaf, deafened, hard of hearing, learning disability, mental health disability (e.g., schizophrenia, chronic depression, anxiety disorder, bipolar disorder, etc.), mobility disability (e.g., amputations; paraplegia; reliance on a walker, scooter or mobility aid due to disability), speech impairment (e.g., aphasia, stuttering, cluttering, etc.), vision loss or impairment, legally blind (not correctable by glasses or contact lenses)”[62]
2. Materials and Methods
2.1. Theoretical Frameworks and Lenses
2.2. Study Design
2.3. Identification of Research Question and Inclusion and Exclusion Criteria
2.4. Data Sources and Data Collection
2.5. Data Analysis
2.6. Limitations/Boundaries
3. Results
3.1. Strategies 1–3: Relevant Content of EDI Discussions Engaging with Disabled People
3.1.1. Frequency of Certain Topics Engaging Different Groups of Disabled People (Strategies 1–3)
3.1.2. Words Used to Describe Disabled People in Data Obtained by Strategies 1–3
3.1.3. Subthemes of Relevant Content of EDI Discussions Engaging with Disabled People
“People’s identities are shaped by several factors at the same time, creating unique experiences and perspectives. These factors include among others age, disability, gender identity, race, religion and belief, and sexuality. Institutions should be mindful of this intersectionality when exploring issues and developing solutions. (Equality Challenge Unit, 2015, p. 35)”[133] (p. 1201) (T1, ST2b)
“Athena SWAN has a somewhat broader focus as regards the target population, including also professional and support staff and students as well as considering the intersectionality of gender and other aspects of identity, such as sexuality, race, disability, age and religion”[134] (p. 5) (T1, ST1)
3.2. Strategy 4: Coverage of Disabled People at Universities without Specifically Mentioning EDI Phrases or Frameworks but What Could Be Seen as Useful for EDI Discourses
3.2.1. Frequency of Certain Topics Engaging Different Groups of Disabled People (Strategy 4)
3.2.2. Words Used to Describe Disabled People in Data Obtained by Strategy 4
3.2.3. Subthemes of Relevant Content for EDI Discussions Engaging with Disabled People
4. Discussion
4.1. The Premise and Problems of EDI
4.1.1. Microaggression
4.1.2. The Issue of Identity
“Vance (2007) discussed the experiences of faculty and staff with disabilities in a book she edited on college faculty and staff with disabilities. In her opening pages, Vance states, “we [disabled] share the repercussions of having only one part of our identity, the disability, overshadow all other parts of our identities, thus impeding our attempts to fully pursue professional endeavors” (p. 5). Additionally, she chastised higher education for not providing an environment that modeled “a more liberal and more accessible work environment for people balancing multiple commitments” (p. 5). She supported her conclusions with stories from faculty and staff who spoke of their fear of speaking out about their disabilities”[191] (p. 12)
“Starting from a very personal experience of disclosing a disability and of dealing with the consequences of that disclosure, Griffiths reflects on how specific forms of knowledge production and particular ways of working are normalized and disability is not considered appropriately”[73] (p. 7)
Students really resisted hearing about Aboriginal [perspectives]. And [instructors] got really poor teaching evaluations from their students. And I know they’re good teachers because I’ve watched them teach and known other classes they’ve done better. And they’re really ridden hard by the students in those settings, to not vary from the norm of what [students] perceive as the conventional type of [content](Robert) [165] (p. 11)
“Disclosing a stigmatized identity—especially if it intersects with other marginalized identities—may undermine authority in the classroom (Branfman, 2015; Misawa, 2015), leaving faculty ‘viewed as biased, politically coercive, inappropriate and non-academic’ (Johnson, 2009, p. 186) or seen as pushing an agenda (Nielson & Anderson, 2014)”
4.1.3. Othering Disabled People in EDI
“The Accessibility for Ontarians with Disabilities Act (AODA) Office ensures that U of T is meeting the AODA standard obligations as legislated by the Province of Ontario and makes the university accessible for all staff, faculty, librarians and students. The Office delivers online and in-person training, as well as provides outreach and resources among other support services”[211]
“The Anti-Racism and Cultural Diversity Office (ARCDO) within the Division of Human Resources & Equity, provides services to support university members in their efforts to foster environments that are intentionally racially diverse and inclusive through the advancement of equitable practices, education and training and the provision of complaints resolution supports on matters of race, faith and intersecting identities as guided by the Ontario Human Rights Commission” [212] and from the “Reflect. Restore. Action” page of the Anti-Racism and Cultural Diversity Office (ARCDO) highlighting a past event “The Anti-Racism & Cultural Diversity Office joins the university of Toronto in denouncing Anti-Black racism in all its forms. There is no denying the pain, sadness, and anger that many are feeling given recent events of racialized violence. As we navigate, strategize and action-plan during these difficult times, the Anti-Racism and Cultural Diversity Office invite the U of T community to join on Thursday, June 4th for a space of restoration and critical dialogue while building community with colleagues during these challenging times”[213]
“The Sexual & Gender Diversity Office (SGDO) develops partnerships to build supportive learning and working communities at the university of Toronto by working towards equity and challenging discrimination values. The Sexual & Gender Diversity Office operates by: Centring principles of equity and intersectionality; Facilitating supportive and inclusive communities within the university; Engaging in ongoing learning, support and advocacy concerning sexual and gender diversity; Connecting the university of Toronto with broader LGBTQ communities; Recognizing our histories and supporting a creative vision for the future”[214]
4.2. Quantity and Diversity of Disabled People
4.3. EDI, Disabled People, and Broader Science Recommendations
5. Conclusions and Future Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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1 | We acknowledge that there is an ongoing discussion regarding whether one should use people first language (people with disabilities) instead of using identity first language (disabled people). We identify with disabled people instead of people first language and, as such, use the disabled people version in our own writing. |
Strategy | Sources Used | First Search |
---|---|---|
Strategy 1 | Scopus/EBSCO-Host | ABS (“Athena SWAN”) |
Strategy 2a | Scopus/EBSCO-Host | Full text (“Athena SWAN”) AND (“disab*” OR “autism” OR “deaf” OR “ASD” OR “ADHD" OR “impair*”) |
Strategy 2b | Scopus/EBSCO-Host | Full Text (“See change with STEMM Equity Achievement”) |
Strategy 2c | Scopus/EBSCO-Host | Full Text “Dimensions: equity, diversity and inclusion” |
Strategy 2d | Scopus/EBSCO-Host | Full Text (“Science in Australia Gender Equity”) |
Strategy 2e | Scopus/EBSCO-Host | Full Text (“NSF ADVANCE”) |
Strategy 3a | Scopus/EBSCO-Host | ABS (“equity, diversity and inclusion”) |
Strategy 3b | Scopus/EBSCO-Host | ABS (“equality, diversity and inclusion”) |
Strategy 4a | Scopus/EBSCO-Host | ABS (“equity” AND “diversity” AND “inclusion”) |
Strategy 4b | Scopus/EBSCO-Host | ABS (“equality” AND “diversity” AND “inclusion”) |
Topic | Topic Engaged with Disabled Students at Universities | Topic Engaged with Disabled Non-Academic Staff at Universities | Topic Engaged with Disabled Academic Staff at Universities | Topic Mentioned in Relation to Disability but Still within the Boundary of Universities without Going into Details |
---|---|---|---|---|
Strategy 1: Abstract: Athena SWAN | 0 | 0 | 0 | 0 |
Strategy 2a: Full text: Athena SWAN and “disab*” | 0 | 0 | 0 | 2 |
Strategy 2b: Full Text: “See change with STEMM Equity Achievement” | 0 | 0 | 0 | 0 |
Strategy 2cFull Text: “Dimensions: equity, diversity and inclusion” | 0 | 0 | 0 | 0 |
Strategy 2d Full Text: “Science in Australia Gender Equity” | 0 | 0 | 0 | 0 |
Strategy 2e Full Text: “NSF ADVANCE” | 0 | 0 | 2 | 0 |
Strategy 3a Abstract: Content linked to the phrase “equity, diversity and inclusion” | 0 | 0 | 0 | 0 |
Strategy 3b Abstract: Content linked to the phrase “equality, diversity and inclusion” | 0 | 0 | 0 | 0 |
Strategy Topic | Topic Engaged with Disabled Students at Universities | Topic Engaged with Disabled Non-Academic Staff at Universities | Topic Engaged with Disabled Academic Staff at Universities | Topic Mentioned in Relation to Disability but Still within the Boundary of Universities without Going into Details |
---|---|---|---|---|
Content found in the abstracts obtained through strategy 4a and the available full text linked to the abstracts that engaged with disabled people at universities in conjunction with EDI | 0 | 0 | 0 | 0 |
Content found in the abstracts obtained through strategy 4a and the available full text linked to the abstracts that engaged with disabled people at universities | 5 | 0 | 2 | 0 |
Content found in the abstracts obtained through strategy 4b and the available full text linked to the abstracts that engaged with disabled people at universities and EDI | 0 | 1 | 0 | 1 |
Content found in the abstracts obtained through strategy 4b and the available full text linked to the abstracts that engaged with disabled people at universities | 3 | 1 | 0 | 0 |
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Share and Cite
Wolbring, G.; Lillywhite, A. Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People. Societies 2021, 11, 49. https://doi.org/10.3390/soc11020049
Wolbring G, Lillywhite A. Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People. Societies. 2021; 11(2):49. https://doi.org/10.3390/soc11020049
Chicago/Turabian StyleWolbring, Gregor, and Aspen Lillywhite. 2021. "Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People" Societies 11, no. 2: 49. https://doi.org/10.3390/soc11020049