Playing supremacy: DEIA games in higher education

Abstract

The 45th presidential administration of the United States created numerous sweeping pieces of legislation that drastically curtailed how Americans thought of diversity and where marginalized folks of colour fit in the grand scheme of things. This administration pushed back against notions of diversity, equity, inclusion and accessibility (DEIA) as they pertained to marginalized groups, particularly in spaces of higher education. To combat this, there were numerous institutions across the country that began to develop or revamp their diversity programmes as a way to ‘show’ those who had been targeted – both faculty and students of colour – still had played a significant role in higher education. Unfortunately, these diversity programmes did little to nothing to help support faculty and students who relied on these programmes, but instead made them feel like this was meant to be ‘played’, like the latest video game. This article seeks to demonstrate how DEIA programmes function as a method of pay, while doing little to provide the necessary support for the folks that need it. Additionally, it shows how institutions of white supremacy are being perpetuated within these programmes, as they are merely used as a way to show others that the programmes exist, while both not actually serving the individuals these programmes were designed to benefit. It will also illustrate in a succinct fashion what DEIA programmes are meant to do and what they are not meant to do while using experiences of marginalized individuals to focus on the problems that exist within DEIA programmes. Finally, the article will provide a potential rubric, or call to action, that could help these programmes to function as an actual form of support as opposed to a system of ‘play’, because they do serve a vital purpose, but not in their current iterations.