The social unrest and protests that followed George Floyd’s murder in 2020 illuminated existing racial and social inequities in American institutions, including higher education. In the wake of Floyd’s murder, job openings in diversity, equity, and inclusion surged, companies sought to broaden their DEI efforts, and higher education met yet another inflection point. Higher education institutions issued statements about racism and social injustice as well as apologies for their roles in perpetuating them and made promises to do better. But the question remains: Has higher education done enough to advance diversity, equity, and inclusion since Floyd’s murder?
The evidence presented by authors in this issue of Footnotes,titled“Diversity, Equity, and Inclusion in Higher Ed,” demonstrates that there is still much to do to reach inclusive excellence. Statements and apologies are not enough. Invitations to students and scholars from underrepresented groups to join the student body and faculty ranks aren’t enough. While these are important steps, what is needed more broadly is a sincere appreciation of diverse perspectives, talents, and lived experiences and a concerted effort on the part of higher education administrators to elevate the voices and scholarship of historically underrepresented students, faculty, and staff.
Like other organizations, higher education is not immune to racism and other forms of social exclusion. In their articles, authors delve deep into diversity, equity, and inclusion challenges in higher education, from transforming universities into diverse and equitable places suitable for the recruitment and retention of students and scholars of color, to making universities welcoming to and inclusive of LGBTQ+ students, low-income, first-generation collegians, and persons with disabilities. The authors come from diverse backgrounds and approach their essays with different lenses. Collectively, the articles offer unique perspectives that suggest strategies and processes that institutions of higher education can use to create more inclusive and equitable environments for all.
This issue of Footnotes is particularly salient to me for a number of reasons. I was tenured and promoted to associate professor in 2019. As a Black, first-generation scholar, the occasion marked a significant milestone for me—both personally and professionally. It also marked a major milestone for the sociology department at West Virginia University; I was the first person of color on the academic tenure track to be tenured and promoted in the department. Administrative data show that I shared my position with only one other Black woman on campus in 2021. As such, I am keenly aware of the challenges that faculty of color face at historically white universities and how those challenges intersect with and are amplified by membership in other minoritized groups.
First-generation students of all identities experience unique challenges that extend beyond measures of academic excellence. Having been a first-generation student and faculty member, I have experienced and witnessed many of those challenges such as finding one’s place socially and making ends meet financially, all while navigating embedded racial and class structures within the academy. First-generation students who occupy minoritized statuses often fall victim to institutions’ laissez-faire approach to DEI, and increasingly balance their coursework with participation in DEI efforts that amplify their voice on campus, but ultimately those efforts serve as a tax that takes time away from their studies. Indeed, there is much to do, and sociologists have the tools necessary to move beyond framing issues of diversity, equity, and inclusion to identifying solutions that will transform higher education.
