Diversity, Equity, and Inclusion - Advanced Roundtable

Presented by Naronda Wright, EdD, Augusta University

Recorded by Marcus Hanscom, Roger Williams University

As one of a series of advanced roundtable sessions at the 2023 GEM Summit, this opening roundtable provided a venue for discussing the most pressing topics around diversity, equity, inclusion, and belonging.

“Is [DEI work] just an activity to get to a number?” one attendee asked. “Or is it really important to our institution?” She and others implored that it’s critical for admissions and administration to be telling the same story.

Attendees stressed the importance of “going beyond the buzzwords,” underscoring how institutions seem to focus predominantly on DEI programming while not actually fixing systems on campus that create inequities in the first place. Beyond programming, one attendee suggested providing funding for BIPOC students, graduate assistantships, and mentorship in the first year of graduate study.

Many in the room shared feelings of tactics that felt like a bait and switch – institutions make deep promises for diverse and supportive experiences on campus during the admission process, but fall short once students become part of the campus community. “We recruit students to services that aren’t there for them,” one attendee shared. Further complicating the problem, limited training, services, and funding leave staff unready to adequately support BIPOC students.

Staff from the Public Health program at the University of Minnesota-Twin Cities shared that they’ve taken a different approach to DEI work than many of the other institutions in the room. Rather than trying to solve diversity with recruitment efforts, they said they focused on “getting our house in order first and then focusing on recruiting.”

Aside from worrying about the impending enrollment cliff, many around the room expressed concern about themselves or colleagues losing their jobs in DEI work in states that are swiftly removing DEI education and support roles. Others discussed the challenge of dealing with their own personal struggles as BIPOC staff members while trying to support BIPOC students.

One attendee remarked, “How can we still be inspirational to our students and colleagues?”

For those in admissions or marketing roles, attendees stressed the importance of maintaining authenticity. It’s important not to mislead students and to acknowledge that “people need others they can identify with.” It was suggested that institutions consider including BIPOC ambassadors for student events and tours, but also being deliberate about helping BIPOC students see and create community on campus.

“Why would minoritized students stay?” one attendee asked. “Representation matters,” another remarked. Students will thrive in spaces that feel safe for them to express their feelings without fear, and it’s important to listen to BIPOC voices and concerns. Empathy is one of the most important traits for those working with minoritized students.

BIPOC attendees in the session discussed the “cultural tax” they all pay on our campuses: BIPOC staff receive “automatic” placements on committees in attempts to support diversity on predominantly white campuses.

DEI work is overwhelmingly for naught if faculty and staff don’t recognize their own implicit bias and privilege first before diving in to help DEI efforts. BIPOC staff in the room discussed feelings of discomfort and codeswitching because they often did not feel safe or understood by colleagues. Self-reflection work can help colleagues be better allies.

Attendees expressed concern for the mental health of BIPOC populations, particularly for those with intersecting, marginalized identities. These concerns