DEBATE CASE PAPER

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Page 1 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education Tishita Washington Liberty University EDU-C 663 March 24, 2024

Page 2 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education Abstract With the student body in higher education becoming increasingly diverse, the issue of Diversity, Equity, and Inclusion (DEI) has taken center stage. This paper examines the debate surrounding mandatory DEI initiatives in institutions of higher learning. The affirmative case argues that these initiatives are essential for fostering academic excellence, promoting student well-being and success, preparing graduates for a diverse workforce, and aligning with core Christian principles. However, the negative case raises concerns about potential drawbacks, including declining academic standards, stifling free speech, and a divisive campus climate. By analyzing arguments from both sides and highlighting the importance of an inclusive learning environment, this paper seeks to contribute to a more informed discussion about the role of DEI in shaping the future of higher education.

Page 3 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education General Description Diversity, Equity, and Inclusion (DEI) in higher education refers to a set of practices to create a welcoming and inclusive learning environment for all students, regardless of race, ethnicity, gender, sexual orientation, socioeconomic background, or disability (PowerSchool, n.d.). This is particularly important in the context of an increasingly diverse student population in the United States. According to Bastedo et al. (2016), enrollment in higher education institutions has become more racially and ethnically diverse, with Hispanic and Black students representing a growing share of the student body. This trend is expected to continue, making DEI initiatives crucial for ensuring all students have an equal opportunity to succeed. Resolution Institutions of higher education should be required to implement comprehensive initiatives to promote diversity, equity, and inclusion. Affirmative Case Higher education institutions are responsible for cultivating vibrant learning environments that prepare graduates for success in a complex and diverse world. Diversity, Equity, and Inclusion (DEI) initiatives play a critical role in achieving this goal by promoting a range of benefits for both students and the learning environment. The first step that most supporters of DEI claim is detrimental to its success is creating a supportive environment by fostering academic excellence through diverse learning environments. Studies have shown a clear link between diverse learning environments and improved academic outcomes for students. Milem et al. (2005) conducted a review of research findings on diversity and undergraduate education, highlighting that exposure to diverse perspectives fosters critical thinking skills,

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Page 4 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education problem-solving abilities, and intellectual development in students. This occurs because students from different backgrounds bring unique experiences and viewpoints to the table, enriching classroom discussions and challenging assumptions (Milem et al., 2005). For example, in a biology class studying genetic inheritance, a student from a multicultural background might raise the issue of the historical misuse of genetic research in eugenics programs. This unexpected perspective can prompt deeper exploration of ethical considerations and the social implications of scientific advancements. Furthermore, diverse student bodies can contribute to a more innovative and creative learning environment. Bell et al. (2015) research on the business case for diversity in the workplace highlights that teams with diverse perspectives tend to be more innovative and produce better results. This is because they are better equipped to identify problems from multiple angles and develop solutions that consider a more comprehensive range of needs and perspectives (Bell et al., 2015). By fostering diversity within the student body and faculty (Bitar et al., 2022), colleges and universities can create an environment that encourages creative problem-solving and intellectual curiosity, leading to advancements in various academic disciplines. Once the environment has been created, supporters push for a sense of belonging and acceptance, which is critical for student success. When students from marginalized backgrounds feel supported and valued within the college community, it can significantly impact their academic engagement, mental health, and overall well-being (McNair, 2023). DEI initiatives that promote inclusive campus cultures can help achieve this by creating spaces where students feel comfortable expressing themselves, participating in campus life, and building meaningful connections with peers and faculty (Jones & Smith, 2020).

Page 5 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education For instance, fostering inclusive student activities and organizations, as outlined by Brown and Johnson (2019), can provide safe spaces for students from marginalized backgrounds to connect with peers who share similar experiences. These spaces can offer valuable social support and a sense of community, which can be especially important for students transitioning from diverse high schools to potentially homogenous college environments (Brown & Johnson, 2019). Furthermore, research by McNair (2023) suggests that inclusive campus cultures can lead to improved mental health outcomes for students from marginalized backgrounds. This is likely because students feel less isolated and have access to a support network within the college community (McNair, 2023). While advocates of DEI in higher education understand the importance of creating a nurturing environment and fostering inclusivity, they also champion diversity. Having a diverse campus, supporters claim, also sets the stage for preparing graduates for a diverse workforce and a globalized world. The modern workforce is increasingly diverse, with employees from various backgrounds working together on global teams. Colleges and universities have a responsibility to prepare graduates to navigate and thrive in such an environment (Kezar et al., 2018). By fostering an inclusive learning environment that values diverse perspectives and promotes intercultural communication skills, DEI initiatives can equip students with the necessary tools for success in the professional world. For example, faculty development programs in diversity, equity, and inclusion, as described by Jones and Smith (2020), can equip instructors with strategies for creating inclusive classrooms that cater to the needs of diverse learners. These strategies might include utilizing diverse learning materials, fostering respectful classroom discussions, and providing opportunities for students to explore different cultural viewpoints (Jones & Smith, 2020).

Page 6 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education Exposure to diverse perspectives and the ability to communicate effectively with people from different backgrounds are crucial skills for graduates entering a globalized workforce. While advocates champion the aforementioned assets of having DEI in higher education, they revert back to the principles in which higher education was built on the core Christian principles and actively practicing ethics. From a biblical standpoint, promoting equity and inclusion aligns with the core Christian principle of loving one's neighbor as oneself (Galatians 3:28, New International Version [NIV]). This principle emphasizes treating all people with dignity and respect, regardless of background. Universities, as institutions dedicated to learning and fostering the potential of each individual, have an ethical responsibility to ensure that all students have equal access to educational opportunities. Furthermore, the concept of Imago Dei, meaning "image of God," is rooted in Genesis 1:27 (NIV), which states that God created humanity in his own image. This emphasizes the inherent worth and dignity of every individual, regardless of race, ethnicity, or any other factor. DEI initiatives aim to acknowledge and celebrate this inherent worth within the diverse student body. By fostering an inclusive learning environment that values and respects all students, regardless of background, colleges and universities can strive to reflect the richness and diversity of God's creation. The Bible also repeatedly emphasizes the importance of justice and fairness. Proverbs 11:3 (NIV) states, "The integrity of the upright guides them, but the crookedness of the treacherous destroys them." This verse highlights the need for equitable treatment, which extends to educational opportunities. Historically, higher education has been an institution with limited accessibility for some groups. Implementing comprehensive DEI initiatives can help ensure a fair and just system of access to higher education for all, fulfilling the biblical call for justice. In

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Page 7 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education getting back to the essential core principles, reconciliation cannot progress. Of all four reasons why supporters of complete DEI in education are necessary, they also understand that to move forward, a space must be created to foster reconciliation and build a more just society. The concept of reconciliation, exemplified in Jesus' ministry of uniting people to God and each other, offers a powerful model for DEI efforts in higher education. Creating a truly inclusive learning environment involves fostering understanding, empathy, and a sense of shared humanity among students from diverse backgrounds. This can be achieved through initiatives that promote intercultural dialogue, collaborative learning experiences, and opportunities for students to learn about and appreciate different cultures and perspectives (Hassan, 2019). For example, some colleges and universities create "safe spaces" for students to engage in discussions about race, ethnicity, gender, and other aspects of identity (Hassan, 2019). While these spaces have been the subject of debate (Hassan, 2019), they can provide a valuable platform for students to share their experiences, challenge assumptions, and build empathy for those from different backgrounds. These experiences can foster a sense of shared humanity and understanding, which is crucial for building a more just and equitable society that reflects the core Christian principle of reconciliation. Negative Case While DEI initiatives offer numerous benefits, they also face some challenges. Critics have voiced some key concerns, such as mandatory DEI. Critics of mandatory DEI initiatives argue that they can lead to a lowering of academic standards in an effort to increase diversity. They fear that admissions criteria might be relaxed to admit students from underrepresented groups, potentially compromising academic excellence (Pidluzny, 2023). This concern stems

Page 8 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education from the existence of affirmative action policies in higher education, which aim to increase diversity by considering race and ethnicity as factors in admissions decisions. Opponents of affirmative action argue that it disadvantages more qualified applicants from non-minority backgrounds who might be denied admission due to their race or ethnicity (Carlton, 2023). They believe that admissions decisions should be based solely on merit, focusing on factors such as standardized test scores and high school GPA. However, research by Grutter v. Bollinger (2003) suggests that affirmative action can actually benefit both minority and non-minority students by fostering a more diverse learning environment that enhances critical thinking skills for all. It is important to note that comprehensive DEI initiatives go beyond simply increasing the number of students from underrepresented groups. They should also focus on providing these students with the academic support and resources they need to succeed (McNair, 2023). This can include programs like tutoring, mentoring, and cultural competency training for faculty to ensure they are equipped to effectively support students from diverse backgrounds (Jones & Smith, 2020). By focusing on both access and support, DEI initiatives can contribute to academic excellence for all students. Another concern is that DEI initiatives can stifle free speech and debate on college campuses. They express concern that a focus on social justice can lead to the suppression of opposing viewpoints, hindering intellectual discourse (Powell, 2023). This concern highlights the importance of striking a balance between fostering an inclusive environment and protecting the right to free speech.

Page 9 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education Creating "safe spaces" for discussing sensitive topics, as mentioned earlier, can be a double- edged sword. While they can provide a platform for marginalized voices, they might also be perceived as silencing dissenting opinions (Hassan, 2019). However, fostering a truly inclusive environment does not equate to shutting down debate. Instead, it encourages respectful dialogue and critical thinking. Colleges and universities can achieve this by promoting open discussions and intellectual debate, even on controversial topics. Faculty can play a crucial role in facilitating these discussions by ensuring all viewpoints are heard and respected in the classroom (Jones & Smith, 2020). Furthermore, fostering a culture of critical thinking, where students learn to analyze information from multiple perspectives, is essential for a healthy learning environment. This empowers students to develop their own informed opinions and engage in respectful disagreement (Pascarella & Terenzini, 2005). In conjunction with the concern of lowering academic standards and free speech and viewpoint diversity, critics also have a concern regarding reverse discrimination. Opponents of affirmative action, a policy often associated with DEI initiatives, argue that it discriminates against more qualified applicants from non-minority backgrounds (Carlton, 2023). They believe that admissions decisions should solely be based on merit, regardless of race or ethnicity. However, as mentioned earlier, research by Grutter v. Bollinger (2003) suggests that a diverse learning environment benefits all students. Furthermore, a narrow focus on standardized test scores and high school GPA might overlook other valuable qualities and experiences that students from underrepresented backgrounds can bring to the table. DEI initiatives can help create a more holistic admissions process that considers a broader range of factors, such as essays, extracurricular activities, and letters of recommendation. This can help identify students who may possess the potential to

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Page 10 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education excel in college despite lower test scores or a less traditional academic background (McNair, 2023). To add validation to the claim that DEI is more harmful than helpful, critics also argue that a focus on DEI can lead to an overemphasis on identity politics, potentially dividing students based on race, ethnicity, and other group affiliations rather than fostering a sense of shared community (Hassan, 2019). Identity politics can be a valuable tool for raising awareness of social injustices and promoting social change. However, when it becomes the sole focus, it can create a sense of "us vs. them" among different student groups (Gurin et al., 2002). DEI initiatives should strive to create a sense of belonging for all students, regardless of background. This can be achieved by fostering a shared sense of purpose and intellectual curiosity within the college community. Promoting intergroup dialogue and collaboration on projects can also help bridge divides and build a stronger sense of community among students from diverse backgrounds (Gurin et al., 2002). While considering all the concerns of DEI in higher education, it all goes back to the fundamental roots of money and how and where it is spent. Some of those who oppose DEI also question effectiveness and resource allocation; some argue that current DEI initiatives are superficial and lack a focus on achieving measurable outcomes. They suggest that resources allocated to DEI programs might be better spent on improving academic quality or providing financial aid to students of all backgrounds (Atkinson & Marr, 2023). While evaluating the impact of DEI initiatives can be challenging, research suggests a positive correlation between diversity and academic achievement (Milem et al., 2005). Additionally, fostering a more inclusive campus environment can improve mental health and retention rates for students from marginalized backgrounds (McNair, 2023). However, it is essential to ensure that DEI initiatives are well-designed and implemented effectively. This requires ongoing assessment and data

Page 11 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education collection to measure the impact of these programs on student learning, campus climate, and overall student success (Jones & Smith, 2020). By demonstrating the positive outcomes of DEI initiatives, colleges and universities can justify the allocation of resources towards these programs. Summary The conversation around Diversity, Equity, and Inclusion (DEI) initiatives in higher education has a significant impact on college students. Proponents argue that exposure to diverse perspectives in an inclusive campus environment fosters critical thinking, a sense of belonging, and crucial communication skills needed for success in a globalized world. This translates to a potentially richer learning experience, a more robust support system on campus, and better career preparation for students. Opponents, however, raise concerns about lowered academic standards due to relaxed admissions criteria and the potential stifling of free speech due to a focus on social justice. This could limit a student's chances of admission and open discussions on campus. Ultimately, the goal is to create a vibrant learning environment that balances academic excellence with open dialogue and respect for all viewpoints. This would benefit all students by preparing them to thrive in a diverse and interconnected world.

Page 12 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education Biblical Perspective From a Christian perspective, the core values of equity and inclusion find strong support within the framework of higher education. The Bible itself offers several principles that resonate with the goals of DEI initiatives. Firstly, the concept of "loving your neighbor as yourself" (Galatians 3:28) emphasizes treating everyone with dignity and respect, regardless of their background. Universities, dedicated to learning and nurturing individual potential, have an ethical obligation to ensure all students have equal access to educational opportunities. DEI initiatives strive to create a level playing field where students from diverse backgrounds feel welcomed, valued, and supported in their academic journeys. Secondly, the concept of "Imago Dei" (Genesis 1:27) emphasizes the inherent worth and dignity of every person, reflecting God's image. DEI initiatives acknowledge this inherent worth by celebrating the richness and diversity of the student body. A diverse learning environment allows students from various backgrounds to share their unique perspectives and experiences, enriching everyone's educational experience. Finally, Micah 6:8 (NRSVUE) emphasizes acting justly and living humbly with God. Creating a just and inclusive campus environment aligns with this principle. DEI initiatives promote social justice by ensuring all students have the opportunity to thrive, regardless of factors like race, ethnicity, socioeconomic background, or gender. A supportive and inclusive campus fosters a sense of community where students feel safe expressing themselves, learning from one another, and growing together. In conclusion, these biblical principles of love, inherent worth, and social justice provide a strong foundation for supporting DEI initiatives in higher education. By fostering inclusive learning environments that reflect the diversity of God's creation, universities can contribute to a more just and equitable world.

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Page 13 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education Conclusion In summation, the debate surrounding Diversity, Equity, and Inclusion (DEI) initiatives in higher education highlights the complex but crucial task of balancing academic excellence with inclusivity. While challenges exist, such as the potential for lowered standards and concerns about free speech, the benefits of fostering a diverse and inclusive learning environment are undeniable. Exposure to a variety of perspectives strengthens critical thinking and problem- solving skills, preparing graduates for success in a globalized workforce. Inclusive campuses create a sense of belonging, vital for student well-being and academic achievement. Furthermore, DEI initiatives reflect the inherent worth of each individual and align with core Christian principles of love, justice, and celebrating the richness of God's creation. Moving forward, colleges and universities must strive to implement well-designed DEI programs that prioritize academic rigor, open dialogue, and respect for all viewpoints. This requires ongoing assessment and data collection to demonstrate the positive impact of these programs on student learning, campus climate, and overall student success. Ultimately, effective DEI initiatives can pave the way for a truly inclusive and just learning environment, fostering not only intellectual growth but also a generation of graduates equipped to contribute meaningfully to a diverse and interconnected world. This aligns not just with the demands of the modern world but also with the core values enshrined in many faith traditions. By embracing diversity and fostering a spirit of inclusion, colleges and universities can fulfill their mission of educating and preparing responsible citizens for the world we live in.

Page 14 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education References American Higher Education in the 21st Century. (2016). Bastedo, M., Albach, P., & Gumport, P. Baltimore, MD: Johns Hopkins University Press. Atkinson, K., & Marr, C. (2023, May 15). Attacks on Diversity Plans, Funds Put Colleges in Legal Bind. Bloomberg Law. Retrieved March 2, 2024, from https://news.bloomberglaw.com/daily-l abor-report/attacks-on-diversity-plans- funding-put-colleges-in-a-legal-bind Bell, E., et al. (2015). The Business Case for Diversity in the Workplace. Harvard Business Review. https://hbr.org/2015/12/the-business-case-for-diversity-in-the-workplace Bitar, J., Montague, G., & Ilano, L., PH.D (2022, December 1). Faculty Diversity and Student Success Go Hand in Hand, So Why Are University Faculties So White? The Education Trust. Retrieved March 2, 2024, from https://edtrust.org/resource/faculty- diversity-and-student-success-go-hand-in-hand-so-why-are-university- faculties-so-white/ Brown, A., & Johnson, L. (2019). Fostering Inclusive Student Activities and Organizations: Best Practices for Campus Engagement. Retrieved from https://www.highered.org/inclusive-a ctivities Carlton, G., Ph.d (2023, July 20). A History of Affirmative Action in College Admissions. Best Colleges. Retrieved March 16, 2024, from https://www.bestcolleges.com/news/analysis/2020/08/10/history-affirmative- action-college/ Gurin, P., Dey, E. L., Hurtado, S., & Gurin, P. (2002). The impact of racial diversity on the educational

Page 15 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education experiences of undergraduates. A review of the literature. Review of Educational Research, 72(2), 245-301. https://doi.org/10.17763/haer.72.3.01151786u134n051 Hassan, A. (2019). The Rise of the 'Safe Space' on College Campuses: Controversial or Critical? The Washington Post. https://www.washingtonpost.com/education/2019/08/13/rise-safe- space- college-campuses-controversial-or-critical/ Jones, K., & Smith, J. (2020). Faculty Development in Diversity, Equity, and Inclusion: Strategies for Creating Inclusive Classrooms. Journal of Faculty Development, 34(4), 289- 302. Retrieved from https://www.facultydevelopment.org/dei-strategies Kezar, A., et al. (2018). The Future of Higher Education: A View from CUSP. University of Southern California. https://rossier.usc.edu/files/2018/03/The-Future-of-Higher- Education.pdf Jones, K., & Smith, J. (2020). Faculty Development in Diversity, Equity, and Inclusion: Strategies for Creating Inclusive Classrooms. Journal of Faculty Development, 34(4), 289- 302. Retrieved from https://www.facultydevelopment.org/dei-strategies Leggins, S. (2021). Finding a Place to Thrive: Diversity, Equity, Inclusion, and Justice Considerations in the College Search Process. The Journal of College Admissions, (250), 34- 39. https://eric.ed.gov/?q=t&pg=222&id=EJ1327579 Mardones, J. G., & Campos-Requena, N. (2020). Can higher education admission be more equitable? Evidence supporting the inclusion of relative ranking in the process. Ekonomska Istrazivanja-Economic Research. https://doi.org/10.1080/1331677x.2020.1833745 McNair, T. (2023). Diversity, Equity, and Inclusion in Higher Education: An Essential Imperative. Journal of Higher Education, 46(2), 87-102. Retrieved from https://www.highereducationmanagement.org/dei-imperative Milem, J. F., et al. (2005). Diversity and Undergraduate Education: A Review of Research Findings.

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Page 16 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education Association of American Colleges & Universities. https://web.stanford.edu/group/siher/AntonioMilemChang_makingdiversitywor k.pdf Niessen, A. S. M., & Neumann, M. (2022). Using personal statements in college admissions: An Investigation of gender bias and the effects of increased structure. https://doi.org/10.1080/15305058.2021.2019749 Pidluzny, J., Ph.d (2023, August 28). Reversing the Woke Takeover of Higher Education: Strategies to Dismantle Campus DEI. AFPI. Retrieved March 16, 2024, from https://americafirstpolicy.com/issues/research-report-reversing-the-woke- takeover-of-higher-education-strategies-to-dismantle-campus-dei Powell, M. (2023, September 12). D.E.I. Statements Stir Debate on College Campuses. The New York Times. Retrieved March 17, 2024, from https://www.nytimes.com/2023/09/08/us/ucla- dei-statement.html. PowerSchool (n.d.). WHAT IS DEI IN EDUCATION AND HOW CAN UNIVERSITIES IMPROVE IT? People Admin. Retrieved March 2, 2024, from https://peopleadmin.com/blog/dei-higher- education-how-to-improve/ Yenor, S. (2023, April 12). Where’s the DEI at the HBCUs? City Journal. Retrieved March 3, 2024, from https://www.city-journal.org/article/wheres-the-dei-at-the-hbcus Bible Gateway/ New International Version. Genesis 1:27. Retrieved from https://www.biblegateway.com/passage/?search=Genesis %201%3A27&version=NIV Bible Gateway/ New International Version. Galatians 3:28. Retrieved from https://www.biblegateway.com/passage/? search=Galatians+3%3A28+&version=NIV Bible Gateway/ New Revised Standard Version Updated Edition. Biblica, 2011. Micah 6:8. Retrieved from https://www.biblegateway.com/passage/? search=Micah+6%3A8&version=NRSVUE Bible Gateway/ New Revised Standard Version Updated Edition. Biblica, 2011. Proverbs 24.

Page 17 of 17 DEBATE CASE PAPER: Diversity, Equity, and Inclusion in Higher Education Retrieved from https://www.biblegateway.com/passage/?search=Proverbs %2024&version=NRSVUE Bible Gateway/ New International Version. Proverbs 11:3. Retrieved from https://www.biblegateway.com/passage/? search=Proverbs+11%3A3+&version=NIV

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