Lessons Learned from the Closure of Campus Diversity Offices

As we continue to navigate the ever-changing landscape of higher education, one issue that has been at the forefront is diversity, equity, and inclusion (DEI). Colleges and universities have long recognized the importance of creating a diverse and inclusive environment for their students, faculty, and staff. However, recent events have highlighted the need for more intentional and proactive efforts towards DEI. And unfortunately, one of the consequences of the COVID-19 pandemic has been the closure of many campus diversity offices.

The closure of these offices has raised concerns and sparked discussions about the future of DEI in higher education. As someone who has worked in a campus diversity office for several years, I have witnessed firsthand the impact of these closures. But I also believe that there are valuable lessons to be learned from this experience that can guide us towards a more inclusive future.

Lesson 1: DEI is not a luxury, it is a necessity

One of the main reasons cited for the closure of campus diversity offices is budget cuts. In times of financial strain, DEI initiatives are often seen as expendable. However, this mindset is flawed. DEI is not a luxury that can be sacrificed when times get tough. It is a necessity for creating a truly inclusive and equitable learning environment for all students.

Lesson 2: DEI should be integrated into all aspects of higher education

Another lesson we can learn from the closure of campus diversity offices is the need for DEI to be integrated into all aspects of higher education. Often, diversity offices are seen as separate entities, responsible for handling all matters related to diversity and inclusion. However, DEI should not be the responsibility of just one office or department. It should be woven into the fabric of the entire institution, from admissions to curriculum development to campus policies.

Lesson 3: DEI work is ongoing and requires dedicated resources

One of the challenges faced by campus diversity offices is the expectation to produce immediate and tangible results. However, DEI work is ongoing and requires dedicated resources. It is not a one-time project that can be completed and checked off a list. It requires continuous effort and investment to create lasting change.

Lesson 4: DEI work should be led by those with lived experiences

Another important lesson we can learn from the closure of campus diversity offices is the need for DEI work to be led by those with lived experiences. Often, diversity offices are headed by individuals who do not have personal experiences with the issues they are working to address. This can lead to a lack of understanding and empathy, and ultimately, ineffective initiatives. It is crucial to have diverse voices and perspectives at the forefront of DEI efforts.

Lesson 5: DEI work requires collaboration and partnerships

DEI work cannot be done in isolation. It requires collaboration and partnerships with various departments and organizations within and outside of the institution. Campus diversity offices often serve as a hub for these collaborations, bringing together different stakeholders to work towards a common goal. Without these offices, it is essential for institutions to continue fostering these partnerships to advance DEI efforts.

Lesson 6: DEI work should be data-driven

One of the criticisms often directed towards campus diversity offices is the lack of measurable outcomes. To address this, DEI work should be data-driven. Collecting and analyzing data can help identify areas of improvement and measure the impact of initiatives. It can also help make a case for the importance of DEI work and secure necessary resources.

Lesson 7: DEI work should be intersectional

DEI work should not focus on just one aspect of diversity, but rather, it should be intersectional. This means recognizing and addressing the interconnectedness of different forms of oppression and discrimination. Campus diversity offices often have the expertise and resources to address intersectionality, and their closure can result in a loss of this important perspective.

Lesson 8: DEI work should be student-centered

At the heart of DEI work should be the students. They are the ones who will benefit from a more inclusive and equitable learning environment. Campus diversity offices often serve as a support system for marginalized students, providing resources and advocating for their needs. Without these offices, it is crucial for institutions to prioritize the voices and experiences of their students in their DEI efforts.

Lesson 9: DEI work should be ongoing and transparent

DEI work should not be limited to a few initiatives or events throughout the year. It should be ongoing and transparent. This means regularly communicating with the campus community about DEI efforts, progress, and challenges. It also means being open to feedback and continuously seeking ways to improve.

Lesson 10: DEI work is everyone’s responsibility

Finally, the closure of campus diversity offices should serve as a reminder that DEI work is everyone’s responsibility. It is not just the responsibility of a few individuals or offices. It is the responsibility of the entire institution, from the top leadership to every student, faculty, and staff member. We all have a role to play in creating a more inclusive and equitable higher education system.

The closure of campus diversity offices has undoubtedly been a setback for DEI efforts in higher education. However, it has also provided valuable lessons that can guide us towards a more inclusive future. It is up to us to take these lessons and use them to continue advancing DEI in higher education, even in the face of challenges and setbacks.