# data[].attributes.body
Many higher education institutions across the nation have embraced diversity initiatives, yet most of them struggle to move beyond surface-level recruitment into creating truly inclusive environments. Despite different diversity statistics, universities often fail to provide an adequate support system once underrepresented students arrive on campus, leaving many of them to feel excluded and unsupported in their academic journey. While most institutions claim to value diversity and inclusion, many continue to prioritize symbolic gestures over the substantive structural changes needed to create equitable learning environments. Higher education must move beyond performative diversity initiatives and implement comprehensive structural reforms that address systemic inequities if universities hope to fulfill their mission of preparing all students for success in an increasingly diverse society.

# data[].attributes.body
1. Literature Review

2. Point of Contention 1

3. Point of Contention 2

4. Concession (i.e. presenting an alternative perspective)

5. Refutation

6. Conclusion

7. References

# data[].attributes.body
My research on Diversity, Equity, and Inclusion (DEI) in higher education has shown that institutions often struggle to move beyond surface-level diversity efforts into meaningful, systematic change. It is demonstrated that universities often fall short in creating truly inclusive environments for people who are underrepresented. I am going to use Strayhorn (2019) to help my point because it emphasizes the importance of fostering a sense of belonging through culturally responsive policies and advising structures. Additionally, I will use Ajjawi et al. (2023), who looks at assessment practices and how they often reinforce inequities, and make you rethink traditional grading methods.

# data[].attributes.body
Many universities pride themselves on having high diversity numbers while at the same time failing to create an environment where students from underrepresented backgrounds can thrive.  Universities often only prioritize increasing diversity numbers, but once those students arrive on campus, there is very little help given to them, making them feel excluded and unsupported. Brooms (2019) applies an intersectional lens to demonstrate how race, gender, and class shape students' experiences. I am going to use Museus (2021) to help show what real inclusion requires and how it differs from the norm.

# data[].attributes.body
Policies such as targeted scholarships, faculty training on implicit bias, and inclusive curriculum are major steps in advancing DEI efforts. According to Tatum (2017), addressing systemic racism requires more than individual awareness; it also demands institutional transformation. Universities must start shifting from symbolic gestures to active policy changes that fund support programs for underrepresented students.

# data[].attributes.body
While most scholars agree on the importance of diversity, some critics argue that focusing too much on identity-based policies can lead to divisiveness. Others claim that merit-based approaches should remain the priority, rather than creating specialized support systems for certain groups. Research shows that equity-focused approaches help level the playing field rather than lower academic standards.

# data[].attributes.body
While some critics argue that DEI initiatives may divide rather than unite students, the reality is that universities that actively support underrepresented students see better retention and academic success rates. Concerns about maintaining academic credibility are valid, institutions have found ways to implement reforms without lowering their standards. Chicas-Mosier (2023) points out that universities must find ways to balance DEI goals with institutional credibility, ensuring that inclusive policies do not compromise academic excellence. While Meletiadou, E. (2022) suggests that universities must shift from symbolic gestures to active policy changes that fund support programs for underrepresented students.

# data[].attributes.body
Universities must transition from performative diversity efforts to actionable changes that allow for real inclusion. Some argue that meritocracy should be the main priority, but research shows that without structural support, marginalized students face significant barriers. This matters because higher education institutions shape the future leaders, and if they fail to create equitable systems, societal inequalities will continue to happen. Things universities should do are reform advising structures, implement inclusive assessment practices, and actively engage in difficult conversations about race and equity.

# data[].attributes.body
Ajjawi, R., Tai, J., Boud, D., de St Jorre, T. J., & Jorre de St Jorre, T. (2023). Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment (1st ed., Vol. 1). Routledge. https://doi.org/10.4324/9781003293101

Brooms, D. R., et al. (2019). Intersectionality and Higher Education: Identity and Inequality on College Campuses. Rutgers University Press. https://doi.org/10.36019/9780813597706

Chicas-Mosier, A., et al. (2023). Can Higher Education Transition to Serve Diversity, Equity, Justice, and Inclusion Missions Without Sacrificing Fiscal Standing? Higher Education Politics & Economics, 9(1), 2-. https://doi.org/10.32674/hepe.v9i1.5003ojed.org/hepe

Meletiadou, E. (2022). Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education. IGI Global. https://doi.org/10.4018/978-1-7998-9628-9

Museus, S. D. (2021). Revisiting the Role of Academic Advising in Equitably Serving Diverse College Students. NACADA Journal, 41(1), 26–32. https://doi.org/10.12930/NACADA-21-06

Strayhorn, T. L. (2019). College Students’ Sense of Belonging: A Key to Educational Success for All Students (2nd ed.). Routledge.

Tatum, B. D. (2017). Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race (3rd ed.). Basic Books.