This article was originally published in the October 2024 print edition.
What does true diversity look like in an era of systemic inequality? At a recent Smith College training conference, I encountered a reminder of the work that still lies ahead. The conference focused on refining our leadership skills, but what struck me as most compelling was the presentation of a “power wheel” that ranked marginalized identities based on their proximity to power. This graphic illustrated a profoundly outdated and two-dimensional understanding of diversity, reducing complex experiences to a hierarchy defined by race, class, sexuality and more.
The wheel consisted of categories such as “religion,” where “Christianity” was placed at the top, signifying the closest proximity to power, while “non-Christian” identities were relegated to lower tiers. This is a reductive framework for understanding marginalized identities, and it is hard to believe that Smith would truly endorse such an antiquated perspective on identity and power dynamics, as it contradicts the values of inclusivity and equity that our institution claims to uphold.
Once, it seemed that Smith’s veins pulsed with activism and was positioned at the forefront of progress. However, that legacy has not carried into the present day. The institution’s self-perception of DEI (Diversity, Equity and Inclusion) is only reflected in its verbal commitments to inclusivity, yet it often falls short when it comes to meaningful action. While students are encouraged to consider how our identities inform our leadership roles, Smith, like many predominantly white institutions, remains willfully uninformed about what diversity truly means today.
Smith’s commitment to diversity is not in vain, however. While a noble effort is made, the issue is that Smith caters this education to its majority audience — white, privileged students. While it is understandable to want to educate an ignorant population, this effort neglects students of colors’ education. Why do students of color have to suffer at the expense of their white peers? How is that an equitable educational experience?
Student training should focus on empowering student leaders to extend empathy to others, regardless of their political identity or proximity to power. Our approach to wielding influence must prioritize empathy and inclusivity rather than a game of identity politics. An overemphasis on who is the most marginalized hinders progress both within the Smith community and in society at large.
When asked how I would reinforce DEI in my leadership, it surprised some when I stated I would not place “identity” at the forefront of my strategy. While my identity informs my perspective, it should not monopolize the discourse, especially at the expense of students of color. Not to mince words, it is crucial to respect and acknowledge our differences. However, our identities, both visible and non-visible, should not be at the forefront of our interactions. Reducing people to their “marginalized” identities only reinforces their marginalization.
Take Justice Kentanji Brown-Jackson’s nomination by President Joe Biden, who emphasized her status as the “first Black woman ever nominated to the United States Supreme Court.” In doing so, he promptly reduced Jackson to her racial identity. Her Blackness may have informed her life experiences, but it does not and should not trump the achievements that led her to become Supreme Court Justice. Jackson is extremely qualified and successful; meanwhile, Brett Kavanaugh, an alleged rapist, lied his way through a corrupt trial and still holds the same position as Justice Brown-Jackson. This raises a critical question: why are people of color and other minorities often viewed solely through their “politicized” identities?
This prevailing approach to “diversity” often panders to white audiences, perpetuating the marginalization of minorities within our institution. Instead, we should lead with informed respect, but what is the solution when this informing proves inequitable? This is not an excuse or justification for ignorance. Lack of knowledge should be treated with respectful inquisition. Smithies are supposedly educated and intelligent individuals — let’s set the bar higher and strive for a more profound understanding of diversity that truly uplifts all voices.
