These frameworks are meant to be a helpful guide in our understanding of diversity, equity, inclusion, and belonging, by providing context through which these inclusive systems can thrive and be fully present in the community and the individuals existing within the institution. We encourage you to view them and and add them to your library of resources about DEIB topics.
Frameworks
The Four Layers of Diversity model created by Gardenswartz and Rowe has influenced and broadened the conversation about diversity. It sets the tone for inclusion by reflecting each person’s reality in the organization.
*Gardenswartz & Rowe, Diverse Teams at Work (2nd Edition, SHRM, 2003)
*Internal Dimensions and External Dimensions are adapted from Marilyn Loden and Judy Rosener, Workforce America! (Business One Irwin, 1991)
Jones, D. (n.d.). Why Gardenswartz & Rowe? Why Gardenswartz & Rowe. Retrieved July 11, 2022, from https://www.gardenswartzrowe.com/why-g-r
Personality is the innermost circle. Each circle from the middle to the outermost layer represent dimensions of diversity in the following order: Internal Dimensions, External Dimensions, Organizational Dimensions
Internal Dimensions include: Age, Gender, Sexual Orientation, Physical Ability, Ethnicity, Race
External Dimensions include: Geographic Location, Income, Personal Habits, Recreational Habits, Religion, Educational Background, Work Experience, Appearance, Parental Status, Marital Status
Organizational Dimensions include: Functional Level/Classification, Work Content Field, Division/Department Unit/Group, Seniority, Work Location, Union Affiliation, Management Status
MIT Human Resources (n.d.). The Four Layers of Diversity [PDF from PowerPoint Presentation]. MIT Human Resources, https://hr.mit.edu/diversity-equity-inclusion/resources
*Adapted from Marilyn Loden and Julie Rosener, “Workforce America!” (Business One Irwin, 1991)
Self is in the innermost circle, representing individual dimensions of diversity. Each circle from the middle to the outermost layer represent dimensions of diversity in the following order: Internal Dimensions, External Dimensions, Organizational Dimensions
Internal Dimensions include: Race, Age, Gender Identity, Sexual Orientation, Ability/Able-bodiedness, Nationality/Ethnicity, and Immigration Status
External Dimensions include: Geographic Location, Socio-Economic Class, Personal Habits, Hobbies/Spare Time Activities, Religion/Spirituality, Education, Experience, Appearance/Size, Parental Status, Marital Status
Organizational Dimensions include: Functional Level/Classification, Work Content/Field, Seniority, Division/Department/Unit/Group, Work Location, Union Affiliation, Management Status
Other aspects of diversity include:
- Communication Styles: Internal processor (i.e., think before speaking?), External processor (i.e., think while speaking?), Code-switching
- Personality “Tests”: MBTI, StrengthsFinder, Enneagram, DISC
- Conflict-handling Mode: Competing, Collaborating, Compromising, Avoiding, Accommodating
A Framework for Diversity, that lends itself to indicators that can facilitate the monitoring of institutional effectiveness with respect to diversity.
Source: Smith, D. G. (2020). Diversity's promise for higher education: Making it work. JOHNS HOPKINS UNIV Press.
“Mission” is the middle centered circle, and to the left is “Global Context” and to the right is “Local Context”
Extending out from “Mission,” on the left side above “Global Context” is “Climate and Intergroup Relations.” Below is “Access and Success”
Extending out from “Mission,” on the right side above “Local Context” is “Education and Scholarship.” Below is “Institutional Viability and Vitality”
Source: Wilson Pickett, C., Ortiz, E.F., Edghill-Walden, V., Felton, J.A., Garcia, D.H., Gooden, A., Outing, D.A., Truong, K.A., Nolan Young, P., Stevenson, T.N., Dexter, M.R., & Winters, T. (2021). A framework for advancing anti-racism strategy on campus. National Association of Diversity Officers in Higher Education. View source PDF
NADOHE’s Anti-Racism Framework addresses ten (10) priority areas where anti-racism strategies would significantly improve conditions for Black, Indigenous, and People of Color (BIPOC) students, faculty, and staff and that are applicable for a variety of college and university types. It should be noted that there is no prescribed order in which these priority areas should be addressed. It is important to take inventory of your community to determine initial focus and development of a plan to prioritize the needs of your organization.
- Institutional Structure - PURPOSE To create equitable systems by identifying and eliminating structural barriers within the higher education organization that prevent access to education.
- Policies and Procedures - PURPOSE To replace structural and systemic policies and practices that impede the success of BIPOC and historically marginalized groups with anti-racism policies and practices
- Resource Allocation - PURPOSE To require the institution to audit its allocation of resources with an equity lens to fund diversity equity, and inclusion (DEI) efforts appropriately and ensure that the overall spend is in alignment with anti-racism practices.
- Academic Equity and Student Success - PURPOSE To create equitable systems that promote academic equity and student success for BIPOC students inside and outside of the classroom in any higher education organization.
- Curriculum and Pedagogy - PURPOSE To ensure curriculum and pedagogy are used to design the classroom experience for academic equity
- Hiring, Retention, and Promotion - PURPOSE To implement safeguards within institutions of higher education that promote equitable processes and to eliminate racist practices in hiring, retention, and promotion decisions.
- Institutional Programming - PURPOSE To provide essential knowledge and the necessary tools to act towards repairing historical wrongdoings along with restoring autonomy based on pride, territoriality, self-determination, and self-defense.
- Education/Training/Employee Development - PURPOSE To provide anti-racism training and professional development opportunities to the students, faculty, staff, and the broader community.
- Campus Climate/Culture - PURPOSE To gauge the institution’s racialized temperature to illuminate and address inequitable conditions (policies and practices relating to both institutional and interpersonal interactions) that affect the well-being of all members of the campus community, including BIPOC students, staff, and faculty.
- Admissions and Access - PURPOSE To use anti-racism strategies to increase admission and access of BIPOC students to institutions of higher education.