Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Abstract

The origin of equity/equality, diversity, and inclusion (EDI) initiatives at universities are rooted in the 2005 Athena SWAN (Scientific Women’s Academic Network) charter from Advance HE in the UK, which has the purpose of initiating actions that generate gender equality in UK universities. Since then, Advance HE also set up a “race charter” to deal with equality issues that are experienced by ethnic staff and students within higher education. Today “equality, diversity and inclusion” and “equity, diversity and inclusion” (from now on both called EDI) are used as phrases by universities in many countries to highlight ongoing efforts to rectify the problems that are linked to EDI of students, non-academic staff, and academic staff, whereby the focus broadened from gender to include other underrepresented groups, including disabled students, disabled non-academic staff, and disabled academic staff. How EDI efforts are operationalized impacts the success and utility of EDI efforts for disabled students, non-academic staff, and academic staff, and impacts the social situation of disabled people in general. As such, we analysed in a first step using a scoping review approach, how disabled students, non-academic staff, and academic staff are engaged with in the EDI focused academic literature. Little engagement (16 sources, some only abstracts, some abstracts, and full text) with disabled students, non-academic staff, and academic staff was found. This bodes ill for the utility of existing EDI efforts for disabled students, non-academic staff, and academic staff, but also suggests an opening for many fields to critically analyse EDI efforts in relation to disabled students, non-academic staff, and academic staff, the intersectionality of disabled people with other EDI groups and the impact of the EDI efforts on the social situation of disabled people beyond educational settings. The problematic findings are discussed through the lens of ability studies and EDI premises, as evident in EDI policy documents, EDI academic, and non-academic literature covering non-disability groups, and policy documents, such as the 2017 “UNESCO Recommendation on Science and Scientific Researchers” and the 1999 “UNESCO World Conference on Sciences” recommendations that engage with the situation of researchers and research in universities.

Coverage of Disabled People in Environmental-Education-Focused Academic Literature

“…Equity/Equality, Diversity, and Inclusion (EDI) is an ever-increasing topic in academia in general [19] and in relation to environment-focused disciplines and programs [30], as well as the general workforce. The Ecological Society of America has a section with the mandate to "provide resources and support for all ecologists, regardless of race, sex, physical or mental ability or difference, gender identity or expression, sexual orientation, ethnicity, socio-economic status, culture or subculture, national origin, marital status, parental status, politics, religion, level of education, or age" [92] (p. 1); it describes "initial efforts focused on fostering collaboration, diversity, inclusion, and equity within ESA and in members' workplaces, and strengthening connections between ecologists and communities outside of ESA" [92] (p. 1).…”

“…As to academic settings, race is particularly covered in relation to EDI and EE [93,94]. It has been outlined that actions are needed in relation to people of color [94], but notes that actions can be and are needed for all EDI groups, including disabled people [19]. It is argued that efforts to increase EDI in academic EE "should supplement ongoing efforts to support the integration of equity, diversity, and inclusion throughout environmental organizations and movements" [94] (p. 32) (see also [95,96]).…”

“…[1] The document includes formal and informal settings of learning and education [1], such as formally in schools, classrooms, colleges and universities, and informally through NGOs, businesses, the media and community education [2]. Disabled people encounter many social barriers [3][4][5][6][7][8][9], including in all forms of educational settings [7,[10][11][12][13][14][15][16][17][18][19]. Disabled people are disproportionally impacted by environmental issues, such as those outlined by The United Nations 2018 Flagship Report on Disability and Development: Realization of the Sustainable Development Goals by, for and with Persons with Disabilities [20], and environmentalism [21][22][23][24][25][26][27][28].…”

“…We discuss our findings through existing academic and non-academic literature discussing EE and equity/equality, diversity, and inclusion (EDI)-an ever-increasing topic in academia in general [19]-and concerning environment-focused disciplines and programs [30]; we also consider literature concerning the general workforce, and look through the lens of the academic and non-academic literature covering environmental issues and environmental activism related to disabled people.…”

“…Equity/equality, diversity and inclusion (EDI) is an ever-increasing topic in academia in general [19] and in regards to environment-focused disciplines and programs [30], including EE [93][94][95][96] and the general environmental-issue-focused workforce [92]. It is argued that "opportunities to integrate diverse beliefs, epistemologies, and ideas that have been previously excluded from science will only be realized if diversity, equity, and inclusion are part of the goals in the design and implementation of citizen science" [97], (p. 32) and it is noted that action is needed for all EDI groups, including disabled people [19]. Our findings highlight the need for EDI action for disabled people in EE.…”