This paper introduces the Comprehensive Structural Equality Framework to promote equality, diversity, and inclusion in educational institutions by addressing systemic inequalities and aligning with global standards, including the UN Sustainable Development Goals. Built on a detailed literature review and theories like Critical Race Theory, Social Justice Theory, and Intersectionality, the framework is analyzed for its potential impact across educational contexts. Findings show that integrating these theories forms a strong base for combating systemic biases and fostering inclusivity. The paper, while conceptual, highlights challenges like adaptability and calls for future empirical validation to assess effectiveness.
BourdieuP. (1986). The forms of capital. In RichardsonJ. (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood.
4.
BravemanP.GruskinS. (2003). Defining equity in health. Journal of Epidemiology & Community Health, 57(4), 254–258. https://doi.org/10.1136/jech.57.4.254
5.
BuitendijkS.CurryS.MaesK. (2019). Equality, diversity and inclusion at universities: the power of a systemaic approach. LERU.
6.
CrenshawK. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039
7.
DelgadoR.StefancicJ. (2017). Critical Race Theory: An Introduction (3rd ed.). New York University Press.
European University Association. (2018). Universities’ Strategies and Approaches towards Diversity, Equity and Inclusion. European University Association.
10.
European University Association. (2019). Diversity, Equity and Inclusion in European Higher Education Institutions. European University Association.
11.
GALE. (2022). INSIGHTS REPORT: When Intentions Lead to Action: How to Promote Equity, Diversity, and Inclusion with Primary and Secondary Sources. GALE.
12.
Harvard University. (2024). Office for Equity, Diversity, Inclusion, and Belonging. Retrieved Aug 24, 2024, from https://edib.harvard.edu/.
13.
Ladson-BillingsG. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
MezirowJ. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5–12.https://doi.org/10.1002/ace.7401
PageS. E. (2007). The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies. Princeton University Press.
18.
RoseD.MeyerA.GordonD. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
19.
SangerC. S.GleasonN. W.2020). Diversity and Inclusion in Global Higher Education: Lessons from Across Asia. Palgrave Macmillan.
20.
ShoreL. M.RandelA. E.ChungB. G.DeanM. A.EhrhartK. H.SinghG. (2011). Inclusion and diversity in work groups: A review and model for future research. Journal of Management, 37(4), 1262–1289. https://doi.org/10.1177/0149206310385943
21.
Thinking Ahead Institute. (2023). Equity, Diversity and Inclusion Data Survey. The Investment Association.
22.
United Nations. (2015). Sustainable Development Goals. Retrieved from United Nations: https://sdgs.un.org/goals.
23.
University College Dublin. (2018). Equality, Diversity and Inclusion Policy. University College Dublin.
WilsonW. J. (1978). The Declining Significance of Race: Blacks and Changing American Institutions. University of Chicago Press.
26.
ZhaoX.WiderW.JiangL.AshrafM.TanucanJ. C.LinJ.UdangL. N. (2024). Transforming higher education institutions through EDI leadership: A bibliometric exploration. Heliyon, 10(4). https://doi.org/10.1016/j.heliyon.2024.e26241
