Terms and Definitions
Defining Shared Language
Informing the FAIM framework and corresponding resources are evidence-based practice and interdisciplinary scholarly literature, including from the fields of sociology, education, faculty and student development, and organizational theory.
Shared language helps create mutual understanding, necessary to collectively and collaboratively reimagine and address processes that perpetuate challenges for academic and professional success (Whitehouse et al., 2021).
An Analogy for Defining Diversity, Equity, and Inclusion
Diversity
Having a seat at the table.
“Diversity is the fair representation of different aspects of human characteristics, identities, and perspectives in the composition of a group. Diversity is contextual and benefits from specific definitions for the areas to which it applies. It can be a product of antiracist actions as well as a measure against racism” (NASEM, 2023).
Equity
Having a voice at the table.
“Equity is an outcome from fair conditions (policies, practices, structures, cultures, and norms) in which all individuals and groups have the opportunities and resources they need for general well-being or success in specific metrics (such as pay or advancement). Equity is aligned with justice and may require the systemic redistribution of power, access, and resources. Equity should not be confused with equality, which is the treatment of all individuals in the same manner regardless of their starting point” (NASEM, 2023).
Inclusion
Feeling comfortable at the table.
“Inclusion is the feeling or sense of belonging in an environment, where all individuals, regardless of and with respect to their backgrounds, feel that they have a voice and the support for full participation in that environment. An inclusive culture is reinforced with equitable policies, practices, programs, and structures. In an inclusive environment, leaders take an active role in reflecting, learning, and listening to all members of the community to sustain a culture of dignity, respect, and trust. (NASEM, 2023).”
Definitions
Advisor
An advisor has responsibilities set by the institution and is primarily responsible for ensuring a student fulfills graduation requirements as well as follows university and department guidelines, including around research conduct. A relationship between an advisor and an advisee has a concrete beginning and end (Bird, 2001).
Equity-Based Systemic Change
Non-isolated shifts in policy and practice to institutionalize new routines, and as a result, shift climate and norms of a space despite broader social context. More specifically, equity-base systemic change is the act of “dismantling [social identity]-based disparities and challenging structures that reproduce inequity and uphold the status quo” within and across multiple sites (e.g., department, university, field) and stakeholders (e.g., faculty, administrators, students) (Taylor & Ambriz, 2021).
Inclusive Mentorship
Inclusive mentorship is a co-constructed and reciprocal relationship between a mentor and mentee who take a strengths-based and identity-informed approach to working together to support their mutual growth, development and success (NASEM, 2017; Windchief, 2019).
Mentee
A mentee seeks and accepts guidance from a mentor, and they actively participate in the relationship.
Mentor
A mentor provides a mentee with support and guidance throughout their academic and professional trajectory. Their relationship is flexible: it has no start and end point and it can be professional and personal. A mentor shares experience and expertise and is actively invested in the academic and professional success of a mentee (Bird, 2001).
Mentoring Constellation
A mentoring constellation is fundamentally a network, a collective of mentors that provide support, accountability, and affirmation for a mentee. Mentees engage with each member of their mentoring constellation and receive different forms of complementary support from each mentor to holistically support a mentee (NASEM, 2019).
Sense of Belonging
A sense of belonging means feeling valued, accepted, understood, and included within networks of other professionals and academics within the department, university, and field writ-large (Pedler et al., 2022). Further, a sense of belonging means feeling as if one can relate to others within those networks (Strayhorn, 2019).
Strengths-Based Approach
A strengths-based approach to learning recognizes and draws upon the value of knowledge, skills, abilities, and contacts held by historically marginalized communities as a result of their efforts to survive, resist oppression, and navigate spaces in which they are underrepresented (Yosso, 2005).
The Whole Self
The whole self is comprised of the various social identities (e.g., parent, first generation college student, queer) that each individual holds, along with associated thoughts, feelings, and beliefs about the world that may be influenced by those social identities. Showing up as a whole self means accepting and expressing one’s social identities, experiences, and understandings of the world (Bell, 2010; Ferdman & Roberts, 2014).