DEI Definitions

Sample Working Definitions for Diversity, Equity, and Inclusion Discussions

These definitions were compiled by Dr. Sonia Ninon, Director of Research, Planning, and DEI Evaluation, and her colleagues at the Student Affairs. If using these definitions in your PRAC grant proposal or other work, please provide appropriate attributions.

Diversity
Individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations).

Inclusion
The active, intentional, and ongoing engagement with diversity—in the curriculum, in the co­ curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions.

Equity-mindedness
A demonstrated awareness of and willingness to: address equity issues among institutional leaders, faculty, staff and students; take stock of the contradictions between the ideals of democratic education and the social, institutional and individual practices, as well as policies, expectations and unspoken rules, that contribute to persistent inequalities in outcomes among different groups; and acknowledge the socio-historical context of exclusionary practices, racism and the effect of power asymmetries on opportunities and outcomes for those who are underserved, underrepresented or marginalized.

Equity (Student Focus)
The creation of opportunities for historically underserved and underrepresented populations to have equal access to and participate in educational programs that are capable of closing the achievement gaps in student success and completion.

Equity (Employee Focus)
The creation of opportunities for historically underserved and underrepresented populations of employees (faculty and staff) to have equal access to professional growth opportunities and resource networks that are capable of closing the demographic disparities in leadership roles in all spheres of institutional functioning.

Culture
An integrated pattern of human knowledge, belief, and behavior that is both a result of, and integral to, the human capacity for learning and transmitting knowledge to succeeding generations.

Cultural Competence
The state of having and applying knowledge and skill in four areas: awareness of one's own cultural worldview; recognition of one's attitude toward cultural differences; realization of different cultural practices and worldviews; and thoughtfulness in cross-cultural interaction. Over an extended period of time individuals and organizations develop the wisdom and capability to: examine critically how cultural worldviews influence perceptions of power, dominance and inequity; and behave honorable within the complex dynamics of differences and commonalities among humans, groups and systems.

Definitions of Equity and Inclusion

These definitions were compiled by Ms. Rylie Pittard, doctoral student at IU Indianapolis School of Education, under the guidance of Dr. Teresa Sosa. If using these definitions in your PRAC grant proposal or other work, please provide appropriate attributions.

Equity

• Definition: "The state, quality, or ideal of being just, impartial, and fair, which involves promoting justice, impartiality, and fairness within the procedures, processes, and distribution of resources by institutions or systems" (Braveman & Gruskin, 2003)
  • Braveman, P., & Gruskin, S. (2003). Defining equity in health. Journal of Epidemiology and Community Health, 57(4), 254–258. https://doi.org/10.1136/jech.57.4.254
• Definition: Equity describes it as fairness and justice, where outcomes are tailored to the specific needs of individuals or groups. Unlike equality, which implies identical treatment, equity involves providing different levels of support based on circumstances to ensure all individuals can thrive. Achieving equitable outcomes often requires recognizing and addressing systemic barriers and redistributing resources to promote fairness. This approach is particularly important in addressing disparities and ensuring equal opportunities for historically marginalized communities.
  • McGill University. (n.d.). Equity. Retrieved from mcgill_strategic_edi_plan_2020-20251.pdf
  • American Psychological Association. (n.d.). Equity, diversity, and inclusion. Retrieved from Equity, Diversity, and Inclusion Framework
• Critical Definition: A critical definition of equity involves not only redistributing resources based on individual needs but also addressing the underlying systems of power, privilege, and historical injustices that create and perpetuate inequality.
  • Fraser, N. (2009). Scales of justice: Reimagining political space in a globalizing world. Cambridge University Press.

Inclusion

• Definition: “The practice of creating environments where individuals, regardless of their background, identity, or abilities, feel valued, respected, and able to fully participate. It involves actively fostering a culture that embraces diversity and provides equitable access to opportunities, ensuring that all members have a sense of belonging and can contribute meaningfully.”
  • Shore, L. M., Cleveland, J. N., & Sanchez, D. (2018). Inclusive workplaces: A review and model. Human Resource Management Review, 28(2), 176-189. https://doi.org/10.1016/j.hrmr.2017.05.001
• Definition: Inclusion refers to the intentional effort to create environments where diverse individuals are fully integrated into all aspects of society, education, or the workplace. It emphasizes the active removal of barriers to participation, fostering a sense of belonging and ensuring that all individuals, regardless of differences, have equitable access to opportunities and resources.
  •  Green, A., & Saylor, L. L. (2019). Fostering inclusion: Creating an environment of belonging in education and beyond. Journal of Diversity in Higher Education, 12(1), 44-56. https://doi.org/10.1037/dhe0000081
• Critical Definition: Inclusion, though often viewed positively, can be critiqued as a form of assimilation that reinforces dominant norms and marginalizes non-conforming individuals, requiring a restructuring of systems to challenge power dynamics and address underlying inequalities rather than simply integrating diverse individuals.
  • Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25-53. https://doi.org/10.3102/00346543070001025