How to bridge barriers for equity-deserving learners in the workplace
By: Krista Henry (she/her)
The latest research from Waterloo’s Work-Learn Institute (WxL) provides actionable strategies for employers to transform their workplaces to support equity-deserving learners, like students.
For 2024, WxL’s Future-ready workforce series theme is supporting inclusive work-integrated learning (WIL) experiences for diverse learners. The series will reflect on equity, diversity and inclusion (EDI) in the workplace and share research-based strategies.
The first virtual webinar in the series, on January 31, focused on transforming workplaces for equity-deserving learners. Speakers included Anne-Marie Fannon, director of WxL, Anushka Ashish Kuwar (BSc ’23), research assistant and Veronica Nhio-son (MCC ’24), research assistant.
Why focus on EDI in workplaces?
All people deserve fair treatment and an opportunity to work in an environment that is equitable, diverse and inclusive. Groups of people who have historically been underrepresented or subject to discrimination are equity-deserving groups (EDGs).
Members of EDGs that participated in WxL’s research included women, racialized peoples, members of the 2SLGBTQ+ community, intersectional individuals and international students.
Through EDI practices companies can broaden their talent pool, increase engagement and reduce biases for these EDGs. EDI in the workplace also contributes to retention and can enhance an organization’s reputation.
Yet, research from WxL identify several barriers for EDG learners in their WIL experiences:
- Information discrepancies and lack of guidance
- Fear of discrimination based on identity
- Insufficient information in job postings
- Inaccessible interviews
- Training deficiency in supporting EDGs
- Experiencing microaggressions
What can organizations do to move the needle for equity-deserving groups?
Actionable strategies for organizations:
Raise awareness of unconscious bias:
Reflect on how unconscious bias impacts others through activities like the Implicit Association Test (IAT).
"There is knowledge we take for granted because we are not in someone else’s shoes, so we encourage being transparent about processes, timelines and expectations for not only during the performance evaluation feedback but also the actual selection process." - Veronica Nhio-son
Practice transparency in the recruitment process:
Use inclusive language, be clear about timelines and expectations, and provide useful feedback to candidates.
"EDGs are familiar with being discriminated against, so feedback can quell concerns of unfairness and help them develop. For example, tailor your feedback to student's needs by considering cultural nuances, learning styles and personal goals." - Veronica Nhio-son
Demonstrate your investment in EDI:
Consider offering training on topics such as disclosure and accommodation negotiation, socialization, intercultural communication and bias mitigation.
"We know students are looking for job descriptions that describe your values as an organization. So, include your commitment to equity, diversity and inclusion in your job description but don’t just add the words – make sure that you explain how you live your values and provide concrete examples of the kinds of resources and programming that you have in place to support EDI." - Anne-Marie Fannon
Launch a mentorship program:
Pair equity-deserving students with experienced team members. Communicate the purpose and benefits of the program, emphasizing its role in professional development.
"There’s research to show when students from equity deserving groups are paired with mentors with similar lived experience, so many of the barriers that we’ve identified can be mitigated or overcome through that relationship." - Anne-Marie Fannon