A Framework for Diligence

AuthorCheryl Foy
29A Framework for Diligence
members to understand the framework of diversity and inclusion within
which universities strive to operate. A word of caution to you as individ-
uals — your individual and personal opinions about issues of equity, divers-
ity, and inclusion are not to supplant information received from university
stakeholders themselves. Well-prepared board members understand their
own biases and prejudices and work hard to put them aside; it’s another
way of ensuring decisions are made in the best interests of the university.
Unless you are an expert in a particular area, you are best advised to rely
on data and the expertise of others. As a university board member, you are
not making decisions for yourself. Your role is to support the building of an
inclusive institution at which people from all backgrounds are safe to study.
2) Seven Principles of Diversity and Inclusion
Between the time I began writing this book and the time it was nished,
tragic events, including the murder of George Floyd in May , had
given new life to discussions about racism. ere were many initiatives
already in place to tackle racism at universities, and there are more in
development as a result of these events. In , university leaders from
across the country committed to seven principles of diversity and inclusion.
. We believe our universities are enriched by diversity and inclusion. As
leaders of universities that aspire to be diverse, fair and open, we will
make our personal commitment to diversity and inclusion evident.
. We commit our institutions to developingand/or maintaining an
equity, diversity and inclusion action plan in consultation with
students, faculty, sta and administrators, and particularly with
individuals from under-represented groups.We commit to demon-
strating progress over time.
. We commit to taking action to provide equity of access and oppor-
tunity. To do so, we will identify and address barriers to, and provide
supports for, the recruitment and retention of senior university lead-
ers, university Board and Senate members, faculty, sta and students,
particularly fromunder-represented groups.
1 For example, the work of Dr Wisdom Tettey & Karima Hashmani at the University of
Toronto to promote a national university dialogue on anti-Black racism, “Canadian Uni-
versities and Colleges Come Together to Take Action on Anti-Black Racism,” U of T News
(16 July 2020), online: www.utoronto.ca/news/u-t-led-national-dialogue-address-

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