Does diversity promote exclusion?

Abstract

We argue that the typical meanings and operationalizations of diversity are practically linked to dichotomy and hamper equity practices in the academia. Scientists and scholars in mainstream Western society widely agree that achieving social justice requires promoting diversity in science and society. Diversity refers to differences existing in a set of entities, and ‘human diversity’ in academic research and social practice typically refers to racial, ethnic or gender differences in designated groups. Diversity is expected to promote inclusion by recognizing these differences and demanding equal representation in science and society. However, we argue that the operationalization of ‘diversity’ is actually disposed to produce dichotomy, thus often ending in a stereotypic portrayal of underrepresented groups rather than promoting their inclusion. We describe the informal and formal meanings of diversity measures and their usage in an academic course devoted to equity in education. We explain – at least partly – why this discourse tends to dichotomize a complex social phenomenon, inadvertently exacerbating the challenges faced by underrepresented groups. To conclude: promoting social justice requires inclusion; inclusion requires diversity, yet the implementation of a particular set of practices of diversity leads to a dichotomy that increases divergence, distancing us from inclusion. Thus, current practices of ‘diversity’ may actually undercut rather than encourage the reduction of social injustice.