Policy Analysis

Owned by Darlene Edgar
Apr 11, 2024
2 min read

Tamtik, M., & Guenter, M. (2019). Policy analysis of equity, diversity and inclusion strategies in Canadian universities – how far have we come? The Canadian Journal of Higher Education, 49(3), 41-56. https://www.proquest.com/scholarly-journals/policy-analysis-equity-diversity-inclusion/docview/2362897174/se-2?accountid=142373

  • Introduction:

    • Canada is known for its multiculturalism, but systemic barriers and implicit biases persist in higher education.

    • Current Equity, Diversity, and Inclusion (EDI) agendas are criticized as superficial, and universities need to address the needs of diverse student populations.

    • The UNESCO 2030 framework emphasizes inclusive and equitable quality education, prompting Canadian post-secondary institutions to develop inclusive excellence principles and action plans.

  • Definitions and Frameworks:

    • Diversity goes beyond categories like gender and race, extending to principles of inclusion and recognition of differences.

    • Equity is associated with fairness and recognizing systemic power and privilege.

    • Canadian policies are influenced by legislation like the Canadian Multiculturalism Act and the Canadian Human Rights Act.

  • Theoretical Framework:

    • Critical policy studies approach policy analysis by examining policies within historical, social, economic, and cultural contexts.

    • Policies are not just documents but processes that shape values, decisions, and power dynamics.

  • Categories of Analysis:

    • Six main categories emerge from data analysis: definitions, political commitment, student recruitment, programmatic supports, research and scholarship, and institutional climate.

    • These categories provide insights into how universities define, implement, and prioritize their EDI strategies.

  • Key Findings:

    • EDI definitions tend to treat issues as one, lacking a nuanced understanding of equity and inclusion.

    • There are two ideological approaches to equity: fairness and inclusion, with a focus on redistributing resources or removing barriers, respectively.

    • Political commitment is demonstrated through hiring decisions, stakeholder involvement, and the creation of councils or committees.

    • Student recruitment strategies target international and indigenous students, with a focus on internationalization and indigenous recruitment indicators.

    • Programmatic supports include student services, scholarships, curriculum adaptations, and partnerships with indigenous communities.

    • Research and scholarship efforts aim to address barriers faced by equity-seeking faculty members and provide financial resources for diverse researcher groups.

    • Strategies related to institutional climate include statements acknowledging historical harm, diversity events, and initiatives to address psychological and behavioral climate.

  • Conclusion and Discussion:

    • Universities with diversity or equity offices tend to collect detailed information and monitor EDI activities more proactively.

    • There is variance in assigning responsibility for EDI, but strong administrative involvement is observed in enhancing equity agendas.

    • Recruitment campaigns are utilized to achieve greater diversity on campus, with economic benefits associated with recruitment strategies.

    • Criticisms include tokenistic slogans and the need for deeper analysis to understand intangible factors like institutional culture and overall campus climate.