What types of performance level labels and descriptors are better suited for equity measurement tools? Contrasting recommendations

ABSTRACT

The Equity Audit was designed to measure diversity, equity, and inclusion (DEI) within workplaces. The tool has three versions and is currently undergoing the standard setting process to gather validity evidence for its use within schools and organizations. This study reports on the recommendations from two panels of experts (one for the school version, the other for the Nonprofits/For-profit versions) regarding language use for performance level descriptors and labels. Our findings show that the panels were similar in their recommendations for performance level labels but differed in recommendations for the language of descriptors given workspace type. We discuss these findings in relation to the ethical and critical lens evaluators may adopt in considering the development of tools for DEI work.

Acknowledgments

We acknowledge the Beloved Community, New Orleans who are the originators and designers of the Equity Audit tools.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Walton Family Foundation: [Grant Number ].

Notes on contributors

Anica Bowe

Anica G. Bowe, Ph.D., is an Associate Professor within the department of Urban Education at Rutgers University Newark, New Jersey. Her scholarly interests are in supporting the research agendas of Caribbean Ministries of Education, using large-scale databases to inform on the well-being of immigrant youth, and validating the cultural sensitivity of tools for use within different communities.

Elizabeth Drame

Elizabeth Drame, Ph.D., is a special education teacher educator, racial justice advocate, participatory action researcher, traveler, and mother. She serves as the Special Assistant to the Vice Chancellor of the Division of Diversity, Equity and Inclusion and is a Professor in the Department of Teaching and Learning at the University of Wisconsin-Milwaukee where she prepares special educators and coordinates the Autism Spectrum Disorders Certificate Program.

Lynnette Mawhinney

Lynnette Mawhinney, Ph.D. is Professor of Urban Education and Senior Associate Dean for Strategic Academic Initiatives in the School of Arts and Sciences at Rutgers University-Newark. She is also affiliated faculty in the Department of Africana Studies. She is the author or editor of seven books. Dr. Mawhinney's research focuses on retention and recruitment of teachers of color and diversity, equity, and inclusion practices of K-12 urban schools.

Dominique Duval-Diop

Dominique Duval-Diop, Ph.D., is accomplished policy analyst, data scientist, and economic geographer. In her work, she harnesses data analytics and geospatial analysis to advance equity in decision-making, and policy and program design, and has authored several articles. Dr. Duval-Diop has worked at the local, state, national and international levels to build the capacity of civic and governmental organizations to use data to drive equity.

Carla Melaco

Carla Melaco, B.A., works in research at Beloved Community, a nonprofit organization based in New Orleans, Louisiana. Beloved Community’s DRIP Center (Data, Research, Impact & Policy) decolonizes practices in data collection and analysis and research in order to advance sustainable regional political-economic shifts. Carla holds a degree in French Literature and Translation Studies from Barnard College, Columbia University.