Ontario University EDI Strategic Plan Analysis: Power Embedded in Policy Discourse

This Major Research Project (MRP) in the York University Graduate Program in Education (MEd) explores the policy and action planning discourse in terms of Equity, Diversity, and Inclusion (EDI) at the top five most populated undergraduate universities in Ontario. The potential impact of this research is significant, as EDI policies are crucial for fostering inclusive academic environments, yet their implementation and impact vary widely across institutions. This research aims to explore how universities articulate their commitment to EDI through policy documents and the extent to which these policies address the needs of Black student populations.

This project identifies the educational attainment gap and underrepresentation among Black Canadians in higher education (HE), as well as how EDI practices and policies (PSE) are addressing racial inequity in Ontario during the last decade. Common trends include a focus on fostering a sense of belonging and addressing systemic barriers, while notable gaps exist in the areas of policy evaluation and accountability. The MRP applies discourse analysis as the primary methodological approach to understanding the power embedded in Ontario university's EDI action planning documents.

Critical discourse analysis is a powerful tool for examining how language, terminology, and racial identity reflect and refract power structures and values within an institution. This research adopts several theoretical frameworks as the guiding methodology to contextualize university commitment to impactful and accountable EDI. The MRPs' contribution to the field of policy discourse and EDI in higher education provide a nuanced understanding of how policy discourse shapes institutional commitments to equity, diversity, and inclusion, specifically for Black students and Ontarians, identifying gaps and inconsistencies in current EDI action planning documents.