Intersectional cognitive schemas of diversity and inclusion in higher education

Abstract

Despite efforts towards diversity, equity, and inclusion in higher education, systemic oppression persists. This study reflects on how initiatives intended to foster inclusion interact with existing exclusionary mechanisms, impeding progress in equity projects. Specifically, we investigate the visual representation of diversity as an inclusion initiative and explore how the new diversity discourse is assimilated into established organizational cultures through intersectional cognitive schemas that help reproduce class, gender, race and ableist relations. Using a gendered lens to analyse university brochure photographs from five universities in Belgium, we identify the distribution of embodied dominant expressions of masculinity and femininity among white and non-white individuals across different professions. Our findings reveal a hierarchy of inclusion based on intersectional cognitive schemas that place non-white individuals under white women and those under white men. These schemas include meritocratic beliefs regarding the required capacities for each profession, with non-white women emerging as the most disadvantaged. The findings suggest that diversity and inclusion initiatives require critical re-evaluation, taking into account the intersectional and systemic nature of oppression.