Belonging, Equity, and the Future of Higher Education

In RDW’s most recent DEI webinar, we shared valuable insights into the future of higher education and how to better support underrepresented students. Several key takeaways are highlighted below; you can listen to the full conversation here.

As diversity, equity, and inclusion (DEI) programs face growing scrutiny — and in some cases, direct threats — colleges and universities must navigate a complex and shifting landscape. The right path forward will look different for each institution, but it should begin with thoughtful leadership, open dialogue, and a commitment to listening to all perspectives, even those that challenge our own. That spirit of inclusion is at the heart of what DEI stands for.

Ultimately, if we care about student success, institutional integrity, and preparing a socially conscious workforce, we can’t afford to lose sight of the goal: creating campuses where all students feel they belong.

Belonging as a foundation

As discussed in our webinar, belonging is not something students can create alone — it must be offered by the campus community. Students who feel they belong are more motivated, more confident, and more likely to graduate. Studies show that those who don’t feel they belong or matter are more likely to struggle, drop out, or miss out on experiences that prepare them for life after college. Mattering means feeling significant.

For first-generation and underrepresented students, these challenges can be daunting. These student populations are less likely to use support services, and they face hidden barriers like culture shock, imposter syndrome, and limited social capital. This can make college success feel out of reach.

Supporting diverse student populations

Institutions must create environments where every student can succeed. Truly supporting diverse students means weaving DEI into the fabric of the entire academic experience. Actions matter, including:

• Fostering a culture of respect that goes beyond policies. Build a campus climate rooted in belonging, accountability, and mattering. Consider: What are the consequences when someone fails to uphold that standard?
• Approaching student belonging as a campus-wide commitment, not just the responsibility of DEI offices or student affairs.
• Building cultural intelligence (CQ) by challenging students to explore perspectives beyond their own. Help them understand how to communicate across cultural differences — and how to recognize and reflect on bias and assumptions.
• Teaching civil discourse as a vital skill. Equip students to engage with empathy, navigate difficult conversations, and resolve conflict. Teach and model restorative practices, such as active listening and accepting feedback, to address conflict and build community through honest, courageous dialogue.
• Investing in faculty development to promote inclusive teaching, anti-racist pedagogy, and curriculum that reflects students’ lived experiences.
• Integrating cultural intelligence and global learning into DEI efforts, recognizing how international perspectives and histories of oppression are interconnected.

Real inclusion requires every part of the institution to engage.

We all have a role to play

Whether you’re a professor, staff member, administrator, or peer, here are a few questions to reflect on:

• How does your own background influence how you see and support diversity?
• Are you creating space for all voices — or unintentionally silencing some?
• Do you understand your own privilege, and how it shows up in your work?
• Are you building communities where everyone feels valued, seen, and safe?

Reframing the conversation

Currently, mandates to dismantle DEI programs and threats to funding and other sanctions are very real. Institutional leaders may decide to stay the course, modify their approach, or eliminate programs altogether. If a modification to current DEI policies and programs is deemed necessary, is it possible to temper the formal language without retreating from the underlying ideals?

As higher education communicators, for example, the photos and videos we choose or create don’t require DEI language to convey inclusive values and priorities. While we may decide to moderate our statements, we can still create an inclusive brand and a great digital experience that is welcoming and supportive to all.

The imperative remains

Nearly half of college students today identify as racial or ethnic minorities. Yet for many, just getting in the door isn’t enough. Persistent disparities in degree attainment continue to limit opportunity — affecting careers, earnings, and upward mobility. Addressing these inequities isn’t just the right thing to do — it’s a moral and practical imperative.

While this webinar focused on racial and ethnic diversity, we must remember that the principles and practices discussed herein apply equally to those students who represent the many other forms of diversity.

Laurie Hazard is an educator, speaker, and founder of Recognize Your Potential. She works with students, faculty, and institutions to improve student success and create inclusive learning environments