Demystifying Diversity, Equity, and Inclusion Among Students in Higher Education

Diversity, Equity, Inclusion Defined

Generally speaking, diversity is often defined using terms associated with race, gender, and ethnicity. It may also include components related to cultural, religious, sexual orientation, and international identities (Burbules, 2021; Zemrani, A., Trent, D. L., & Abutasbenjah, S., 2020; Weimer & Zemrani, 2017). Equity may be defined in terms of how individuals and groups are treated, meaning fairly and justly. Inclusion, we surmise, is an attempt to ensure that different groups and individuals sense a feeling of belonging. Inclusive competencies focus on students' perceptions of themselves, and views of cultural competency related to interacting with diverse and complex group dynamics (Lahiri, 2008). We recognize that these definitions could differ depending on the circumstance and venue in which they are used. In higher education, because administrators, students, faculty, and staff come from all walks of life, it is difficult to coin a single definition of these terms when used collectively. However, for this chapter, the authors will utilize a working definition for diversity, equity, and inclusion: Fair and just treatment of different groups of people regardless of personal identification or association to create a sense of belonging. This definition we believe is essential when working in higher education where people have a cadre of backgrounds and experiences. It is also critically important for academic and student affairs administrators who employ strategies to create an atmosphere where students feel they belong.