Faculty Contributions to Advancing Diversity, Equity, Inclusion, and Belonging at Berkeley

Diversity, equity, inclusion and belonging (DEIB) are part of the university’s fundamental mission

All Berkeley faculty have the opportunity, and the responsibility, to ensure equity and inclusion in their research, teaching, and service, so that the diverse community of students and colleagues they work with will feel a sense of belonging and thrive. This important component of the faculty role is codified in both the UC Berkeley Principles of Community and The University of California Regents Policy 4400

“Diversity — a defining feature of California’s past, present, and future — refers to the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance.” [Regents Policy on University of California Diversity Statement]

“Ideas, and practices based on those ideas, can be made richer by the process of being born and nurtured in a diverse community.” [Regents Policy on University of California Diversity Statement]

“We recognize the intrinsic relationship between diversity and excellence in all our endeavors.” [Berkeley Principles of Community]

We prize diversity in all its forms at Berkeley - for our excellence depends on diversity of thought and perspective, both of which are the result of, and profoundly enhanced by, the diversity of our campus community.

What do we mean by diversity, equity, inclusion, and belonging?

Diversity: The variety of personal experiences, values, perspectives, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, gender identity, socioeconomic status, geographic region, perspective, and more. 

Equity: As distinguished from equality, where everyone receives the same support regardless of circumstance, equity focuses on fair treatment, and access to supports and opportunities necessary for advancement and success. Equity acknowledges structural issues and barriers such as racism, sexism, homophobia, bullying, and sexual harassment that have prevented the full participation of individuals from marginalized groups.

Inclusion: The proactive effort through personal actions, programs, and policies to ensure that all individuals feel welcome, respected, supported, and valued, and to identify and address situations in which this is not the case (see the UC Berkeley Strategic Plan for Equity, Inclusion, and Diversity for more information).

Belonging: The sense of being accepted and connected to the institution and to people within the institution; being one's authentic self. A sense of belonging means knowing that what one is doing has purpose and meaning to themselves and others.

Diversity, equity, inclusion, and belonging are a recognized part of faculty excellence in research, teaching, and service

"The University of California is committed to excellence and equity in every facet of its mission. Teaching, research, professional and public service contributions that promote diversity and equal opportunity are to be encouraged and given recognition in the evaluation of the candidate's qualifications." —APM 210-1-d 

“Diversity should also be integral to the University’s achievement of excellence.” [Regents Policy on University of California Diversity Statement]

Each of the sections below provide more information and relevant examples:

Research and Creative Accomplishments

Inclusive research practices that promote the excellence of research

  • Using equitable practices to identify and appoint research group members.

  • Modeling, promoting and being accountable for inclusive, equitable, and respectful collaboration in your research environments.

  • Ensuring that all group members have equitable access to resources and opportunities that support the excellence of the research.

Teaching and Mentoring

Inclusive curriculum: ensuring that course content sends a message of inclusion

  • Affirming support for inclusion in the syllabus, for example, a supportive statement about disability accommodations. 

  • Commiting to making materials accessible to all. 

  • Considering a variety of perspectives, and how those perspectives can be reflected in course materials, including implicit messages that the choices of readings and examples may convey. 

  • Using care in selecting illustrative examples/case studies, to ensure that such examples do not unintentionally perpetuate harmful stereotypes. 

  • Raising awareness where appropriate, for example, by discussing the representativeness (or lack thereof) of the leading voices in a field of study or discipline.

Inclusive classrooms and pedagogy: creating inclusive and welcoming teaching environments for all

  • Diversifying teaching methods to accommodate different learning styles and abilities. For example, through lectures, other verbal methods, visuals, group work, written follow-up to verbal instructions. 

  • Choosing assessment modalities. Develop modes of assessment that are equitable and robust to variation in student circumstances (e.g., remote participation, access to technology).

  • Practicing “discretion elimination” in grading through the use of pre-determined, transparent, and consistently applied grading rubrics.

  • Modeling and reinforcing respectful interactions. The Center for Teaching and Learning has collected a number of tips to consider in encouraging both critical thinking and respectful dialogue in the classroom.

  • Considering methods of instruction that are equitable and promote inclusion. For example:

    • Commiting to addressing all students by the names and pronouns they use.

    • Making timed exams less difficult than homework problems to ensure students have the time to demonstrate the skills that the homework assignments developed.

    • Using anonymous grading methods to promote equity. 

    • Encouraging underrepresented students to participate in class while making sure not to expect that they speak for “their” communities.

    • Assigning and using small groups strategically to create better learning opportunities and outcomes for all students.

    • Encouraging the use of study groups for all students, and supporting students who are more isolated in finding study groups.

Inclusive mentoring and sponsorship: supporting the advancement and professional development of all students and postdocs

  • Fostering an inclusive research environment that removes barriers and promotes equitable access and advancement of the research program.

  • Co-authoring scholarly works with more junior scholars, especially when such collaborations could help to advance their careers. 

  • Promoting the work of more junior students colleagues. Even if there is not a close mentoring relationship, such sponsorship can introduce new scholars to existing networks and help create professional opportunities for them. 

  • Mentoring young faculty or postdocs: “pair” with a junior colleague in the same sub-field and commit to guiding them en route to tenure or to an academic job of their choice.

  • Supervising undergraduate research discovery experiences.

  • Actively recruiting students from underrepresented groups to work on research as part of a lab or research group.

  • Illuminating the “hidden syllabus.” As part of mentoring nontraditional or underrepresented students, postdocs, and junior colleagues, make visible the “hidden syllabus” of professional skills relevant to success in a discipline, including: 

    • How to approach senior scholars for guidance

    • Venues where it is most advantageous to publish or present work

    • Expectations for participation in group-based or project-based work, including co-authorship

    • How to conduct a good job interview

Service

Outreach activities that can remove barriers and increase the participation of individuals from underrepresented groups

  • Participating in summer programs for K–12 education for students from underrepresented groups. 

  • Giving talks in community colleges with low resources and diverse student populations; speaking about the field of research and its potential as a career, or how to prepare a successful application package to the department, or simply about the joys of a research career.

  • Giving similar presentations at high schools in under-resourced school districts.

  • Making available recording of talks or presentations to community college or high school students on a webpage – or other accessible venue – as a widely-available resource.

  • Participating in a scholarly professional organization’s outreach activities.

Workshops that help build multicultural competencies and create inclusive climates

  • Attending workshops and academic conferences whose participants mostly identify as individuals from underrepresented groups, for the purpose of building inclusive admissions or application pipelines.

  • Inviting researchers from underrepresented groups to organize and lead seminars, panels and workshops in department, school/college, or discipline conferences or meetings. 

  • Participating in professional or scientific associations or meetings that aim to increase diversity or address the needs of underrepresented students, staff, or faculty.

Committees that advance department, campus or discipline goals related to DEIB or removing barriers

  • Contributing to campus committees working to increase DEIB, or prevent exclusionary behaviors, such as bullying, discrimination, and sexual harassment and violence. There are a number of standing committees of the Academic Senate and Chancellor’s advisory committees with these goals. 

  • Serving on student-faculty committees or as adviser to a student organization, particularly organizations that serve underrepresented groups.

  • Serving as a department faculty equity advisor or on department or college DEIB committees or councils. 

  • Participating in creating and carrying out the department’s diversity strategic plan as part of Academic Program Review.

  • Participating in department assessments of climate and belonging, or initiating such assessments.

Assessing diversity, equity, inclusion and belonging in faculty recruitment

In accordance with Berkeley’s policies and Principles of Community, all new faculty we hire, regardless of personal characteristics or life circumstances, should be committed to advancing diversity, equity, inclusion, and belonging, and contributing to a positive campus climate at Berkeley. Assessing candidates in this regard can be successfully incorporated into the entire search process, from the job advertisement to the selection of the final candidate. The most competitive faculty candidates are invested in and prepared to create an equitable, inclusive and positive environment through their research, teaching, and service. Please refer to the Senate Search Guide for more information on best practices for faculty recruitment.