1

Communicating Diversity, Equity, & Inclusion in Higher Education

Rhea Bennett, Faith Duggan, & Dominique Gnagne

School of Professional Studies, Clark University

MSC3321: Communicating Responsibly

Professor Teresa Simoneau-Berquez

November 14, 2023

 2

The Need for Diversity, Equity, & Inclusion in Higher Education

Historically, higher education was created by and for white society, despite the

demographic shift in society, education stagnantly adapted. Inequality and racism rampantly

occurred in educational situations, but it was rarely acknowledged and poorly handled. Students

of color were forced to leave their cultures––parts of themselves––at home for fear of being

mocked, ridiculed, and treated as ‘other.’ One of the biggest examples of hatred centers verbal

communication styles. In workplace and academic settings, African American Vernacular

(AAVE) and other subforums of English are often seen as improper; many Black students

codeswitch, switching to “normal” English to accommodate their white teachers and peers

(Megan-Brette Hamilton) This is just one of the utterly countless instances of racial silencing and

systemic inequalities that have been ignored in society for decades.

Nevertheless, in the months following the murder of George Floyd in May 2020, the

public began to recognize the need for Diversity, Equity, & Inclusion (DEI) in higher education.

Becoming the largest movement in United States history, millions started to take notice of the

injustices George Floyd and the Black Lives Matter movement (BLM) began to represent (Larry

Buchanan). Everyday citizens and activists to social media and the streets to represent, advocate,

and demand systemic change throughout US culture, and specifically in educational

organizations. Parents, students, and other educational stakeholders insisted on the creation and

implementation of DEI initiatives in school legislation and curriculums. However, as the BLM

movement and reports on murders like George Floyd lessen in popularity, the pressure is lifted

from universities to enact and advance current policies and academic structures. Through the lens

of Clark University, this research paper will deeply delve into how higher education has

reckoned with its systemic racism through DEI initiatives, the place of students of color in White
 3

Dominating Institutions (WDI)––a term we will discuss and define later in the paper––and the

inclusion of their cultures, and the inextricable link between DEI and communication.

Starting as young as preschoolers, Black toddlers face racial bias and discrimination, a

recent study determined. Teachers rated students’ academic abilities and Black children ranked

far below their white counterparts (Perszyk, Danielle). This unconscious bias follows students of

color throughout their academic careers. And, if Black students survive the neglect the

inequalities of a Kindergarten through 12th grade educations, they will endure substantial barriers

from the moment they enroll university until they earn their degree (Neal Morton). Highly

competitive schools, for example, will utilize standardized tests for admission to STEM majors.

Initiatives such as this structurally remove Black students, who could not access the same

recourses as their white peers. If Black and Latino students who earned bachelor’s degrees were

equally likely and encouraged to study STEM fields like engineering, as white students, the US

would have 20,000 more engineers between the years of 2013 and 2015. And there would be

30,000 more teachers of color (CJ Libassi). According to the Journal of Asian Pacific

Communication, a “strategic communication plan [is] needed to enable Higher Educational

Institutions (HEIs) to embrace learner diversity via diversity engagement” (Yusof et al. 2018, p

41). Thus, to remedy systemic education injustices that students of color face, a deliberate and

thought-out communication class is needed for curriculums to incorporate and reflect diversity.

A year after George Floyd’s murder, an Inside Higher Ed and College pulse study

revealed that 66.6% of respondents say universities should promote DEI and racial justice and

57% reported that race was discussed more on campuses but believed that substantive change

was met with resistance. From these statistics, roughly 84% of people who stated that

universities promote DEI initiatives also believe that universities move slowly when it comes to
 4

actual progress. To reduce this number, universities need to be more transparent about the work

done outside of students’ current purview to create clear communication channels between

administrators and young scholars.

Diversity, Equity, & Inclusion in Institutional Missions

The need for Diversity, Equity, and Inclusion Offices within institutions of higher

education has been sufficiently demonstrated not only through qualitative reports on community

sentiment but also through quantitative data. Scientific research supports the notion that

increasing diversity and equality in educational settings benefits everyone. According to Drexel

University’s School of Education, "Not only does creating greater multicultural awareness and

inclusion help students with different backgrounds and needs succeed, but it encourages

acceptance and helps prepare students to thrive in an exponentially diverse world” (Drexel, n.d.

paragraph 3). This has resulted in universities across the country adopting values of diversity and

inclusion into their mission statements, yet marginalized student groups still must make noise in

order for change to occur. For example, it was through the activism of the Black Student Union

on Clark University’s campus (not the formal Office of Diversity and Inclusion) that the

university finally designated a previously underutilized space as a safe space for marginalized

affinity groups. If student leaders must demand change in the DE&I spere for change to occur,

then the institution has not lived up to its mission of equity and inclusion. Clearly, there is still

much to do about the way universities implement policies and procedures that will uphold the

values of diversity and inclusion and create and maintain equitable educational experiences for

students of all marginalized identities, especially Black American students.

 5

Implementation of Diversity, Equity, & Inclusion in Higher Education

Hiring DEI experts and funding their offices is only the first step. Administrators and

educators across campuses need to critically assess the way they communicate and interact with

their students and staff. According to Julia Wood (1998), the way we communicate is inseparable

from our culture and culture is intrinsically tied to identity and our sense of belonging. An

institution communicates its values to the student body in both explicit and implicit ways.

Through the type of professional development training that is required of faculty and staff.

Through where they spend university funds. Through how they designate physical spaces across

campus. Through how they discipline those who do not live up to community standards, to how

they respond to student outcry. Margo Foreman, Clark University’s Vice President and Chief

Officer of Diversity, Equity, and Inclusion said in an interview with the authors of this paper that

if a university is surprised by the outcry of marginalized student groups on campus, then they are

not doing their job (which is to pay attention to the needs of students and to serve them both

academically and socially). She also mentions how language is crucial when it comes to

discussing DEI. A term used frequently in higher education is a Predominantly White Institution

(PWI). While historically black colleges and universities (HBCUs) use this acronym to represent

the stakeholders of their universities, PWI is used to do the same; however, Margo Foreman

argues that using the term, ‘White Dominating Institutions’ (WDI) is a better fit. By calling a

university a WDI, we examine who has power and how it is distributed. The white population

dominates the main culture, and that is inequitable because if an institution is focused on creating

resources for most of the population, they are not considering the marginalized population and

the resources and efforts that they need from the institution that they are part of. WDI explains
 6

that what is being focused on is not beneficial for people with marginalized and oppressed

identities.

One way that institutions of higher education can demonstrate their commitment to DE&I

is by making Cultural Competency training mandatory for all community members similarly to

the way that Title IX trainings are a requirement for all community members. Additionally,

expanding the curriculum in all departments to be globally aware, accepting of nonwestern

conventions, and accessible to all students no matter their background. Julia Wood (1998) states:

We cannot teach our students to appreciate diversity when researchers continue to study

almost exclusively young, college aged, able bodied, heterosexual white people. We

cannot teach our students to value diversity when our textbooks exclude gay and lesbian

couples from discussions of relationships, portray European American communication

patterns as standard for everyone, and ignore how race, gender, age, religion, physical

(dis)abilities, class, and sexual orientation shape personal identities and communication

practices (Paragraph 11).

For example, students who come to college with different dialects of English, such as African

American Vernacular, as their natural tongue should not be forced to code-switch during class

discussions for their comments to be seen as valid scholarly contributions. Neil Murray believes

that teachers in the sphere of higher education would benefit greatly by taking the time to

understand how language can reflect intercultural and intergenerational competence (Murray,

2018). Yet academia in the United States is so entrenched in Western concepts of what is

“proper,” that it may be the case that administrations will need to develop a strategic campaign to

reshape the mindset of faculty and staff in order to move forward (Yusof et al., 2018). Professors
 7

and administrators should be encouraged, if not required, to continue to learn and grow as

educators alongside imparting knowledge to their students.

Developing policies, pedagogy, and communication channels that reflect equity and

support a diverse collegiate community should be a priority at White Dominating Institutions of

higher education not only because the US is moving towards a population that is majority-

marginalized [by 2050 over half the nation’s population will identify as POCs] (Drexel, n.d.), but

because from an ethical standpoint, it is the right thing to do. If you subscribe to a “Utilitarian”

sense of ethics [the notion that the best thing to do is whatever will result in the greatest good for

the greatest number of people] (Byars et al., 2018) then the data proving that increased diversity

and equity in educational settings benefits everyone - by a) allowing marginalized groups to feel

a sense of belonging such that they are able to accomplish their full academic potentials, and b)

by preparing the entire community to thrive in our ever-diversifying society – should be enough

to motivate administrators to devote time and energy to successfully communicating and

enacting the commitment to their DE&I missions. However, it would be naive to think that

colleges and universities across the United States are purely altruistic institutions of higher

education. Education in a capitalistic society is run as a business. Thus, Administrators who wish

to run ethically sound schools should consider what they owe to their stakeholders (ex: Board of

Trustees), employees (faculty and staff), and customers (students) (Byars et al., 2018). The US is

headed towards a downward trend in the number of college-aged students committing to

attending four-year institutions. To continue to secure funding through student enrollment and

donors alike, they will need to strongly appeal to college-going youth. As mentioned previously,

the US population is trending towards a majority made up of individuals who identify with

various marginalized groups. To continue to attract Black American students, colleges will need
 8

to continue to cultivate school communities and student experiences that are safe, diverse,

equitable, and supportive (Murray, 2016). An institution's failure to adapt to the changing needs

of stakeholders could result in closure (Yusof et al., 2018).

It is overwhelmingly clear that committing to Diversity, Equity, and Inclusion and

communicating it effectively benefits universities and all parties included. This commitment

from universities shows the community that there is space for everyone, whether they are

students, faculty, or staff. It is crucial to not tokenize DEI and the diversity that occurs at the

university but to highlight and develop policies that support these ideals and offer experiences

and accessibility for marginalized groups. This fosters growth and understanding for those not

affected. If an institution can attract newcomers and prove to its stakeholders that they value

DEI, then the rate of investment rises. It encourages alumni to donate to the university, high

schools to send their students for visits, and more people involved in clubs, affinity groups, and

events that are held by the university. It also strengthens the connection stakeholders have to the

institution and allows them to feel comfortable involving themselves as well as inviting others to

join. Simply said, universities must implement action to show their stakeholders that they do not

see DEI as a topic to gloss over when racial injustice or abhorrent behavior takes place.

Although Clark University has an office dedicated to DEI, there is always work to be

done. Investing in the Office of Diversity and Inclusion means finding resources. Because of

Clark's size, there is a definite lack of resources. However, creating a communication plan that

offers transparency to the community and outlines steps on how the university plans to better its

resources is a great first step. Often the administration at higher education can forget to ask for

feedback, so it is important to open a clear line of communication between them and the

community. Clark does this by utilizing campus climate surveys, department office hours, and
 9

bias incident reports, to name a few. This also looks like asking faculty and students what is

missing in their department. Students ask about a myriad of educational topics that are not made

readily available to them in the curriculum, especially topics that do not center on a Western

narrative and add more diversity and nuance. As mentioned earlier, cultural competency training

is crucial for members of higher education because community members interact with people

who are different than them daily and this encourages fostering an environment where DEI is

inherently natural to the campus.

Institutions of Higher Education can achieve this, but it takes work. By investing money,

time, and energy into making their day-to-day operations, physical campus spaces, and teaching

pedagogy align with their "mission statements" that profess the values of

Diversity/Equity/Inclusion. They need to secure the jobs of knowledgeable staff in DEI offices

and provide further professional development opportunities/requirements for faculty/staff to

educate themselves regarding cultural competency in communication (the way they teach their

classes, the way they speak to students, the way the university responds to social injustice related

to marginalized communities).
 10

References

Buchanan, Larry, et al. “Black Lives Matter May Be the Largest Movement in U.S. History.” The
New York Times, The New York Times, 3 July 2020,
www.nytimes.com/interactive/2020/07/03/us/george-floyd-protests-crowd-size.html.

Byars, S. M., Stanberry, K., Shapiro, D., Boerner, B., Brancatelli, R., Chumney, W.,
Dendinger, L., Nantz, B., & Poepsel, M. (2018). Business Ethics. OpenStax.

Drexel University. (n.d.). The Importance of Diversity & Multicultural Awareness in Education.
Drexel University School of Education. https://drexel.edu/soe/resources/student-
teaching/advice/importance-of-cultural-diversity-in-classroom/

Hamilton, Megan-Brette. “Legitimizing AAVE: Should Black Students Code-Switch in School?”

Parents, Parents, 24 Mar. 2022, www.parents.com/kindred/for-black-students-aave-and-
code-switching-have-always-had-a-place-in-schools/.

Libassi, CJ. “The Neglected College Race Gap: Racial Disparities Among College Completers.”
Center for American Progress, 23 May 2018, www.americanprogress.org/article/neglected-
college-race-gap-racial-disparities-among-college-completers/.

Morton, Neal. “Washington Colleges Rank High for Black Student Access, with Room to Grow
on Graduation, in New Report.” The Seattle Times, The Seattle Times Company, 4 Oct.
2018, www.seattletimes.com/education-lab/usc-report-washington-colleges-rank-high-for-
black-student-access-with-room-to-grow-in-graduation/.

Murray, N. (2016). Dealing with Diversity in Higher Education: Awareness-Raising and a

Linguistic Perspective on Teachers’ Intercultural Competence. International Journal for
Academic Development, 21(3), 166–177. https://doi.org/10.1080/1360144X.2015.1094660

Perszyk, D. R., Lei, R. F., Bodenhausen, G. V., Richeson, J. A., & Waxman, S. R. (2019). Bias at
the intersection of race and gender: Evidence from preschool-aged children.
Developmental Science, 22(3). https://doi-org.goddard40.clarku.edu/10.1111/desc.12788

Ruiz-Mesa, K. (2016). Discourses of difference: Communicating diversity in U.S. higher

education (Order No. 10241910). Available from ProQuest One Academic. (1868414540).
http://goddard40.clarku.edu/login?url=https://www.proquest.com/dissertations-
theses/discourses-difference-communicating-diversity-u-s/docview/1868414540/se-2

Wood, J. T. (1998). Celebrating diversity in the communication field. Communication Studies,

49(2), 172-178.
 11

https://www.proquest.com/docview/233199257?
accountid=10152&parentSessionId=RDlNz4m4TXCOQq%2Ft5uSrOv6b2gCdlU
gh47iOJk%2FEztc%3D#

Yusof, N., Hashim, R. A., Valdez, N. P., & Yaacob, A. (2018). Managing diversity in higher
education: A strategic communication approach. Journal of Asian Pacific
Communication (John Benjamins Publishing Co.), 28(1), 41–60.
https://doi.org/10.1075/japc.00003.yus