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It argues that dismantling DEIB in higher education ignores structural inequities and that narrow or performative reforms cannot replace institutional commitment to systemic equity and belonging.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Advancing Diversity, Equity, Inclusion, and Belonging for Systemic Change\u003Cbr>Brandon J. Cheeks\u003Cbr>Kansas State University, [bjamaalc@ksu.edu](bjamaalc@ksu.edu)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Educational Leadership Commons, and the Other Education Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nCheeks, Brandon J. () \"Transforming Education: Advancing Diversity, Equity, Inclusion, and Belonging for Systemic Change,\" Educational Considerations: Vol. 51: No. 1. [https://doi.org/10.4148/0146-9282.2423](https://doi.org/10.4148/0146-9282.2423)  \n[This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in](This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in)[ ](This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in)[Educational Considerations by an authorized administrator of New Prairie Press. For more information](Educational Considerations by an authorized administrator of New Prairie Press. For more information), please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nTransforming Education: Advancing Diversity, Equity,  \nInclusion, and Belonging for Systemic Change  \nBrandon J. Cheeks  \nIntroduction  \nEducational inequality is deeply entrenched in many education systems, particularly in the  \nUnited States. Historically marginalized groups, especially students of color, experience  \npersistent achievement gaps, suggesting systemic causes rather than individual shortcomings.  \nThis paper focuses on the potential of Diversity, Equity, Inclusion, and Belonging (DEIB)  \ninitiatives to lessen these disparities and create more inclusive, supportive educational  \nenvironments. Dismantling of DEIB initiatives in higher education ignores the broader structural inequities that marginalize students, faculty, and staff from historically excluded groups. Narrow  \nreforms or performative measures are insufficient without an institutional commitment to  \nsystemic equity and inclusion.  \nAt a time when DEIB initiatives are being challenged or even dismantled by state legislatures,  \nthis framework offers a crucial path forward. Rather than viewing DEIB as an ideological  \nagenda, policymakers can recognize “belonging through dignity” as a universal, nonpartisan  \nprinciple rooted in the fundamental values of democracy and education. State legislatures should  \nconsider how public institutions can uphold dignity, build inclusive communities, and support  \nstudent success without the use of polarizing language. Investing in training, programming, and  \nleadership development that promotes dignity and belonging not only improves educational  \noutcomes but also reinforces the mission of public universities to serve the common good.  \nLadson-Billings (2006) argues that focusing narrowly on the achievement gap misrepresents the  \nhistorical and systemic nature of inequality. Instead, she urges scholars and policymakers to  \naddress the broader education debt, a concept that encompasses the historical, economic,  \nsociopolitical, and moral decisions that have systematically disadvantaged marginalized  \ncommunities. The erosion of DEIB programs only deepens this debt, as it undermines efforts toredress disparities in opportunity and access. Ladson-Billings (2006) explained that the education  \ndebt is most clearly seen in the historical inequities faced by African Americans, Native  \nAmericans, and Latinos in the U.S. education system.  \nEducation research must not remain silent or neutral in the face of DEIB rollbacks. ","cbCaibwjWDzj1vcw","https://ap.wps.com/l/cbCaibwjWDzj1vcw","pdf",673236,17,"English","# Introduction\n## DEIB and educational inequality\n## Belonging through dignity as a framework\n## Addressing education debt\n## Research responsibilities and structural transformation\n## Policy evidence and public mission","[{\"question\":\"What problem does the paper focus on in education systems?\",\"answer\":\"It focuses on deeply entrenched educational inequality in many education systems, especially the persistent achievement gaps affecting historically marginalized groups in the United States.\"},{\"question\":\"How does the paper argue DEIB initiatives can help?\",\"answer\":\"It argues that DEIB initiatives can lessen disparities by promoting inclusive educational environments, mitigating effects of historical discrimination, and fostering belonging among students.\"},{\"question\":\"Why does the paper criticize dismantling DEIB in higher education?\",\"answer\":\"It contends that removing DEIB ignores broader structural inequities and deepens the “education debt,” undermining efforts to address disparities in opportunity and access.\"}]","Transforming Education - Advancing Diversity, Equity, Inclusion, and Belonging for Systemic Change | PDF",1792094478,43]