The Truth About DEI
Dear Leading Ladies,
The destruction of DEI initiatives in schools and businesses throughout the country has left people scrambling to understand what it all means for those most affected and for all of us. We have come to understand that DEI programs and policies are not just for people of color, but also for the physically and cognitively challenged. That not only those on the right have criticisms but also some on the left.
In order to understand more, we turned to a local expert, Dr. Andre Morgan, director opportunity, access, and equity for the Beverly Public Schools. Dr. Morgan holds a Doctor of Education Leadership degree from Harvard University, a Doctor of Philosophy degree from American University, a Master of Teaching degree from the University of Virginia and a Bachelor of Arts degree, also from the University of Virginia.
We understand that not only Trump supporters are critical of DEI. Some liberals and progressives also criticize DEI, saying it is just performative and doesn't address the real problems facing most marginalized and underserved people in our country. What do you think?
Some liberals and progressives criticize DEI for being performative, focusing on optics rather than substantive change. They argue that while DEI policies may signal progressiveness, they often fail to redistribute power, resources, or challenge oppressive structures. This can lead to superficial efforts, such as hiring consultants or conducting bias training, without addressing systemic inequities in pay, leadership, or policy. As Dr. King so aptly put it, "What good is having the right to sit at a lunch counter, if you can't afford to buy a hamburger?" True DEI must go beyond symbolism to create real, lasting change
What are the positive outcomes of successful DEI programs in schools?
Successful DEI programs in schools enhance academic performance, increase student engagement, and foster a sense of belonging, particularly for marginalized students. They promote critical thinking, empathy, and reduce bias by exposing students to diverse perspectives. Schools with strong DEI initiatives see higher retention and graduation rates, improved teacher-student relationships, and more equitable policies in admissions, discipline, and staff hiring. These programs also strengthen community engagement, prepare students for diverse workplaces, and encourage innovation by incorporating multiple perspectives into problem-solving, ultimately creating a more inclusive and effective educational environment.
What safeguards should be in place to keep DEI from becoming just performative?
To prevent DEI from becoming merely performative, schools must establish clear, measurable goals tied to outcomes, such as staff diversity and retention, and student supports, while ensuring transparent progress reporting. Leadership accountability is crucial, requiring active participation rather than delegation. Structural changes should integrate DEI into hiring, curriculum, and student supports, addressing systemic barriers. Community involvement ensures initiatives meet real needs, amplifying marginalized voices in decision-making. Sustainable funding and resources are essential for long-term impact, alongside continuous assessment and professional development. Finally, embedding DEI into core institutional practices ensures it is a fundamental priority, rather than an optional effort.
Is there a difference in purpose, program, or outcome in school vs. workplace DEI programs?
Yes. While both settings aim to promote equity and inclusion, schools focus on shaping individuals for lifelong learning and engagement in diverse societies, while workplaces prioritize fair treatment, career advancement, and organizational success.
What do we risk losing if schools are forced to remove their DEI programs by the threat of losing important federal funding?
Reduced readiness for an increasingly diverse society and workplace. DEI programs prepare students to engage in diverse workplaces and global communities. Without them, students may enter the workforce with limited understanding of inclusion, cultural competence, and social justice. It can also hinder critical thinking and problem-solving that has a competitive advantage in a rapidly changing world. Research shows that exposure to diverse perspectives helps students develop key critical thinking skills. Losing DEI programs risks weakening students' ability to engage with complex social issues.
Are there actions we in Beverly can take to help protect DEI in our community and beyond? If so, what are they?
a) Sticking to the commitment for DEI in Beverly, which will require collaboration among individuals, communities, and institutions.
b) Supporting City of Beverly initiatives, Beverly Public Schools' DEI efforts, and those of other institutions (i.e., The Cabot, Beverly Hospital and Endicott College, to name just a few) along with inclusive policies in local government, will strengthen equity.
c) Encouraging open dialogue, engaging in DEI training, and sharing resources will also ensure lasting progress.
By actively participating, Beverly residents can foster a more inclusive and equitable community.
Our thanks to Dr. Morgan for sharing his expertise and experience with Leading Ladies.
We would like to hear your thoughts and reactions too. Please write to us at ladies@leadingladiesvote.org. Let us know if we can share your responses and, if so, whether we can use full names, just first names, or print anonymously. Thank you.
Therese (she/her/hers)
Judy (she/her/hers)
Didi (she/her/hers)
Leading Ladies Executive Team