Equity is not diversity and diversity is not inclusion (Doutreloux, 2022). The goal of this section is to help the reader understand and distinguish each DEI component.

Image title: The DEI Pathway On the left are different shapes of different colours, representing diversity. On the right, we see an irregular circle containing these same shapes grouped together to represent inclusion. The left and right shapes are linked by dynamic arrows that include the following words: valorization of differences, financial assistance, accommodation, mentoring, coaching, training. These arrows represent equity measures.

Diversity: a Fact of Life

It is now recognized that the student population has changed considerably in recent decades (Conseil supérieur de l’éducation, 2022; Fédération étudiante collégiale du Québec, 2020):

Diversity refers to the conditions, modes of expression and experiences of different groups defined by age, level of education, sexual orientation, parenting status or responsibilities, immigration status, Indigenous status, religion, disability, language, place of origin, ethnic origin, culture, socioeconomic status and other attributes.

Université du Québec à Montréal, s. d.

Diversity is a term used to define a wide range of human qualities and attributes (Collège Ahuntsic, 2022). In higher education institutions, students’ identities not only multiply, but also intertwine. For instance, a student may be from an immigrant background, with dependent children, while at the same time living with a disability.

In a recent framework document (2021), the Réseau de recherche et de valorisation de la recherche pour le bien-être et la réussite en contexte de diversité (RÉVERBÈRE) explains that the diversity of people can be defined from three different representations:

  1. Individual

This representation is part of a “category-based” approach, i.e., one that situates the person in relation to a norm. It would hinder well-being and learning for all, in addition to creating a risk of stigmatization (Borri-Anadon & al., 2021).

  1. Contextual

This representation refers to the concept of special educational needs. It questions the category-based approach while promoting the concept of barriers to education. It also questions the role of the educational institution and the learning required (ibid.).

  1. Social

This representation, which is based on a social construction of differences, assumes that diversity is constructed in social relationships, through unequal processes that isolate certain groups (ibid.). The practices associated with this third representation are in line with the goals sought through inclusive education and question representations of diversity in students to build a fairer society.

According to Borri-Anadon and colleagues (2021), who wrote the RÉVERBÈRE framework document, these representations of diversity are not static; they evolve with experience. They provide a backdrop for understanding the concepts of well-being and success.

The more the representation of diversity is based on a pre-established norm that is not questioned (the first category), the more success and well-being are conceived as phenomena that rest solely on the responsibility of individuals (ibid.). On the other hand, in the third representation, diversity is a social fact and an added value for higher education institutions.

Inclusion: an Adaptive Environment

Inclusion refers to the means of expressing the full potential of diversity.

Inclusion refers to the action of creating an environment respectful of diversity that fully integrates all the members of its community, accompanying them and offering them support measures to promote well-being and fulfillment. It is a sustained commitment to welcoming, integrating, accompanying and supporting marginalized groups.

(Réseau québécois pour l’équité, la diversité et l’inclusion – RQÉDI, n.d.)

In other words, creating an inclusive environment first requires recognizing the diversity of the people who study and work there. According to the inclusive perspective, it is up to the environment to adapt to this diversity, and not to the different student populations or staff members to adapt to their educational or work environment.

Image title : Conditions for Living Together The image has four quadrants. The first represents exclusion. We see a circle with shapes that are similar on the inside and shapes that are different on the outside. The second represents separation. We see a circle in the centre with similar shapes in the same colour. Around them are three distinct circles containing different shapes. The third represents integration. We see the same circle with similar shapes in the same colour. Different shapes begin to blend with similar ones. The fourth represents inclusion. Now we see an irregular circle with all sorts of different shapes and colours all together in the same space. This image is adapted from Aehnelt (2013).

The inclusive perspective fosters the expression of each person’s uniqueness and authenticity. Communities like colleges and universities, where members have the opportunity to be authentic in a safe environment, can do better, go further and be more innovative (Nishii, 2019 in Université du Québec à Montréal, n. d.), insofar as it is the richness of diverse contributions that is the organizational driving force.

Therefore, the “added value” of inclusion lies in a positive relationship with diversity in all its forms.

Equity: What is Fair

Although we live in a society characterized by equality in law, equality in fact has not been achieved for many social groups. Equity can be understood as a means of supporting the achievement of real equality, as a goal (Solar, 2019). Therefore, the implementation of equity practices ultimately aims to achieve equality in fact, by taking into account the obstacles encountered at first.

By way of illustration, a person with a disability would not be able to study where they wish if the place of study is not accessible. As stated by the Réseau québécois pour l’équité, la diversité et l’inclusion (RQEDI) :

Equity refers to the process of correcting existing historical disadvantages among groups. For instance, as defined by UNESCO, gender equity means a differentiated treatment, aimed at restoring the balance between women and men in order to compensate for the historical and social imbalance that prevents them from participating actively and equally in the development of their society.

(Réseau québécois pour l’équité, la diversité et l’inclusion – RQÉDI, n.d.)

Such fair treatment is not necessarily the same for everyone: it must take into account different realities to enable all people (e.g., the entire student population) to benefit from the same opportunities.

Equity does not mean treating all people in the same way (equal treatment), but rather taking their differences into account and providing the means to reduce barriers or meet their specific needs.

Image title: The Difference between Equality and Equity The image is divided into two. The first part represents equality. Three plants (cactus, flowers and fern) in three identical pots. All three plants receive the same amount of sunlight and water. The second part represents equity. We see the same three plants. They are now in three different pots adapted to their size. You can see that each plant is bigger and healthier. Each plant receives the amount of sunlight and water it needs. This image is adapted from Virginia Department of Education (2020).

Consequently, equitable measures and practices ensure that all people have access to opportunities and resources that meet their needs (Collège Ahuntsic, 2022). Allocating resources to historically disadvantaged groups is one possible measure, while ensuring that resource allocation and decision-making mechanisms are fair to all and do not introduce or maintain discrimination on the basis of identity (Université Laval, 2022).

References

Aehnelt, R. (2013). Schritte zur Inklusion [image en ligne]. Wikimedia Commons.

Borri-Anadon, C., Desmarais, M. É., Rousseau, N., Giguère, M. H. & Kenny, A. (2021).Le bien-être et la réussite en contexte de diversité : un cadre enrichi pour le RÉVERBÈRE. Réseau de recherche et de valorisation de la recherche sur le bien-être et la réussite (RÉVERBÈRE).

Collège Ahuntsic (2022). Portail (auto)éducatif EDI. Je te vois, je t’entends, je t’écoute.

Conseil supérieur de l’éducation (2022).Formation collégiale : Expérience éducative et nouvelles réalités. Le Conseil.

Doutreloux, E. (2022, 20 avril). L’EDI dans la recherche au collégial [webinaire]. Cégep de l’Outaouais, Gatineau, QC.

Fédération étudiante collégiale du Québec (2020). Avis sur la réussite. Des solutions pour améliorer le taux de réussite de la population étudiante.

Réseau québécois pour l’équité, la diversité et l’inclusion (RQÉDI) (s. d.).

Solar, C. (2019). La Toile de l’équité et le débat. Activités de formation pour l’égalité des sexes. Revue Genre éducation formation – GEF, (3), 24‑41.

Université du Québec à Montréal (s. d.). Lexique. Équité, diversité, inclusion.

Université Laval (2022). Concepts clés en EDI.

Virginia Department of Education (2020). Navigating EdEquityVA : Virginia’s Road Map To Equity.