These images are part of the sections Issues and Courses of Action and Key Concepts of the thematic dossier Diversity, Equity and Inclusion (DEI): At the Heart of Student Success.

They may be used and shared under the terms of the Creative Commons BY-NC-SA 4.0 license.

Fostering an Inclusive Environment

Image title: Framework for Inclusion When there is low belongingness and low value in uniqueness, this is EXCLUSION. The individual is not treated as a member of the organization with a unique value within the working group. When there is low belongingness and high value in uniqueness, this is DIFFERENTIATION. The individual is not treated as a member of the organization within the working group, but their unique characteristics are considered valuable and key to the success of the group/organization. When there is high belongingness and low value in uniqueness, this is ASSIMILATION. The individual is treated as a member of the organization within the working group when they conform to the norms of the organizational/dominant culture and minimize their uniqueness. When there is high belongingness and high value in uniqueness, this is INCLUSION. The individual is treated as a member of the organization and is also allowed/encouraged to retain their uniqueness within the working group. This table is adapted from Shore & al. (2011).

Promoting Inclusive Education

Image title: Three-Level Intervention System Inspired by the Response to Intervention (RTI) Model The pyramid is divided into three sections. The bottom section represents 80% for universal interventions, which consist in deploying inclusive educational practices to meet the diverse needs of students. The centre section represents 15% for targeted interventions, which consist in deploying services, resources and support measures to meet the needs of a group of students with greater barriers to success. The top section represents 5% for personalized interventions, which consist in deploying specialized services on an individual, personalized and sustained basis. Image adapted from Lapointe (2022).

Acknowledging Responsibility

Image title : Inclusive Leadership Image of a colourful six-piece puzzle. One of the pieces is in the process of attaching itself to the rest of the pieces. Think of the puzzle pieces as people around a table.
Image title: Questions for the Adoption of an Equity Lens In the centre, we see a light bulb and around it, different categories of questions. What Category (1 question): What do I want to implement? Why Category (2 questions): Do the data reveal any discrepancies between certain sub-groups? Why do these discrepancies exist? How Category (4 questions): How can I make sure that the change equitably addresses the issues and needs identified? How can I minimize my blind spots in the decision-making process? How can I help reduce existing discrepancies? Have I made sure to involve a wide range of people upstream and downstream? How much Category (1 question): Are the resources at our disposal invested equitably? Who category (3 questions): On whom will the planned change have a positive impact? Are there groups for whom the planned change could have negative impacts? Who will be directly or indirectly affected by what I want to implement? Data category (1 question): Do I have data disaggregated by sub-group to make basic observations, understand the issues at stake or identify differentiated needs and impacts? Inspired by Suarez & al. (2018) and questions from Gender-Based Analysis Plus (GBA Plus) (Government of Canada, n.d.).

What do Diversity, Equity and Inclusion Actually Mean?

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.
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).
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).

What Does Intersectionality Mean?

Image title: The Wheel of Intersectionality It is a circle divided into 12 categories of different colours. Each category has three levels. The most central level tends toward power. The level furthest outside the circle tends toward marginalization. Here's a list of the different categories and their three levels, from the inside out (from the most empowered identity to the most marginalized): Gender : Trans, intersex, non-binary Cisgender woman Cisgender man Citizenship : Visa/temporary status Permanent residence Citizenship Skin colour : Dark Fair/semi-dark White Parental education : Elementary Secondary Post-secondary Ability Disability Some disability Able-bodied Sexuality : Heterosexuality Gay man Lesbian, bi, pan, asexuality Neurodiversity : Neuroatypical High-functioning neurotypical Neurotypical Mental health : Vulnerable Stable Resilient Body : Overweight/small Average Slim/tall Dwelling place : Remote/northern region Rural area Urban centre Wealth : Poor Middle class Rich Language : Other language French or English Bilingual Adapted from Duckworth (2020) and from Le Dispensaire (n.d.).

These images are based on the references of the thematic Dossier Diversity, Equity and Inclusion (DEI): At the Heart of Student Success.

See the references

This document was produced with the financial support of the gouvernement du Québec, under the Canada-Québec Agreement.