> but is there anyone that actually defends these DEI statements with a coherent argument
hi! that would include me, and I would ask you to think about the following question at the moment: You are wondering if a widely utilized, and VOCALLY critiqued practice is supported by anyone...then why would it be continued to be practiced. Generally what I have found is there are two sides to this - one of which is just trying to do their job and one of which is trying to shout over those arguments.
I say that because when I talk with people like yourself who are asking sincerely, they kind of go 'oh'. I think you nailed the 'how to write a good DEI statement' articles are saying simply - this is required, here is how to do it. Looking more broadly, articles like that exist for most pieces of the academic hiring process simply because the process feels opaque and is steeped in traditions that are not well communicated. You can find them for things like the academic cover letter, the difference between resumes and CVs, research statements, teaching philosophies (which have nothing to do with philosophy), etc. The people actually involved in the DEI statement process not to talk about it, in part because they don't want to get screamed at by uninformed people and in part because they are busy.
Speaking personally, as an academic, DEI statements or some equivalent are as are many things - incredibly effective when used well and just taking up space when not. DEI statements are not, or at least not supposed to be, 'WHY IS DIVERSITY GOOD'. They aren't supposed to be that simply because anyone can write that and its useless for evaluation. We don't want some 1984 article of faith because its unhelpful to the actual goals of increasing equitable opportunities, which is still a big problem. What DEI statements are meant to be is more along the lines of 'here is how I practice inclusion' which isn't all that far removed from 'here is how I'm not actively an asshole'. That might trigger the same response from others of 'why' - but I (and others) think that's short sighted. The goal is to understand how you go about your work in a way that increase rather than restricts the opportunities of people of different identities. Academia has strong and tall power structures in classrooms, labs, etc. Making active efforts to hire people who are not going to use those power structures to reinforce a long history of racism and sexism is (from my perspective) the only way we can make history history. Someone who can identify why only using classroom examples about baseball or american football is an educational problem, and not do it, is beneficial to the overall enterprise because it (in increasing classroom equity) ensures equal opportunity and that we identify the best students - rather than the biggest sports fans. Bigger picture, they show not just things about DEI but about a much broader range of skills around engaging with people that are critical to effectiveness in all the roles a faculty member plays. We already fight that most graduate labs look very homogeneous. The problem isn't that they do, the problem is that those norms reduce opportunities for everyone.
To add some color, I'll give actual examples from DEI statements/conversations that help me do the job of hiring better:
* One candidate wrote in theirs about how title IX was unconstitituional and is unfair to men by giving spots to women who are bad at math. Great, you can have that opinion, but our school is going to flag you as a liability risk because we are legally compelled to comply with title IX
* Talked about their experience in a truly punishing lab environment as a person of color and how important that was to their success and 'tough love' as their mentoring style. Again, think what you want but we care and are evaluated in part by our completion rate for phd students - we also care about their well being and success and experience tells us this wouldn't.
* Last one got asked in an interview about initiatives to 'diversify' the participant pools in medical research to do more representative science. They saw it as a non issue, and then brought up several tropes about Black people in particular - including trouble being on time, holding still, following instructions and how that could negatively impact their research. Again, sure agree to disagree between them and me, but NIH cares and if you blow off NIH requirements you aren't going to get grants and aren't going to get tenure.
I’m going to be honest, those examples don’t really make me feel that DEI is serving a valid purpose. If those are the best cases then I will say good riddance. Uniformity of opinion should not be a goal of academia.
>They saw it as a non issue, and then brought up several tropes about Black people in particular - including trouble being on time, holding still, following instructions and how that could negatively impact their research.
In 2020 the Smithsonian—The Smithsonian—said that individualism, the nuclear family, the scientific method, working hard, and planning for the future are aspects of "white culture". Years later I still can't believe it. <https://www.miamiherald.com/news/nation-world/national/artic...>
I have no idea which side you're on (I'm not parsing the thread for that) but your comments are standing out as particularly bad flamewar. Please stop.
p.s. In case anyone's worried about this - if there are other accounts behaving this badly who have not been moderated yet, the reason is that we haven't seen them. You can help by flagging the comments or letting us know about them at hn@ycombinator.com.
hi! that would include me, and I would ask you to think about the following question at the moment: You are wondering if a widely utilized, and VOCALLY critiqued practice is supported by anyone...then why would it be continued to be practiced. Generally what I have found is there are two sides to this - one of which is just trying to do their job and one of which is trying to shout over those arguments.
I say that because when I talk with people like yourself who are asking sincerely, they kind of go 'oh'. I think you nailed the 'how to write a good DEI statement' articles are saying simply - this is required, here is how to do it. Looking more broadly, articles like that exist for most pieces of the academic hiring process simply because the process feels opaque and is steeped in traditions that are not well communicated. You can find them for things like the academic cover letter, the difference between resumes and CVs, research statements, teaching philosophies (which have nothing to do with philosophy), etc. The people actually involved in the DEI statement process not to talk about it, in part because they don't want to get screamed at by uninformed people and in part because they are busy.
Speaking personally, as an academic, DEI statements or some equivalent are as are many things - incredibly effective when used well and just taking up space when not. DEI statements are not, or at least not supposed to be, 'WHY IS DIVERSITY GOOD'. They aren't supposed to be that simply because anyone can write that and its useless for evaluation. We don't want some 1984 article of faith because its unhelpful to the actual goals of increasing equitable opportunities, which is still a big problem. What DEI statements are meant to be is more along the lines of 'here is how I practice inclusion' which isn't all that far removed from 'here is how I'm not actively an asshole'. That might trigger the same response from others of 'why' - but I (and others) think that's short sighted. The goal is to understand how you go about your work in a way that increase rather than restricts the opportunities of people of different identities. Academia has strong and tall power structures in classrooms, labs, etc. Making active efforts to hire people who are not going to use those power structures to reinforce a long history of racism and sexism is (from my perspective) the only way we can make history history. Someone who can identify why only using classroom examples about baseball or american football is an educational problem, and not do it, is beneficial to the overall enterprise because it (in increasing classroom equity) ensures equal opportunity and that we identify the best students - rather than the biggest sports fans. Bigger picture, they show not just things about DEI but about a much broader range of skills around engaging with people that are critical to effectiveness in all the roles a faculty member plays. We already fight that most graduate labs look very homogeneous. The problem isn't that they do, the problem is that those norms reduce opportunities for everyone.
To add some color, I'll give actual examples from DEI statements/conversations that help me do the job of hiring better:
* One candidate wrote in theirs about how title IX was unconstitituional and is unfair to men by giving spots to women who are bad at math. Great, you can have that opinion, but our school is going to flag you as a liability risk because we are legally compelled to comply with title IX
* Talked about their experience in a truly punishing lab environment as a person of color and how important that was to their success and 'tough love' as their mentoring style. Again, think what you want but we care and are evaluated in part by our completion rate for phd students - we also care about their well being and success and experience tells us this wouldn't.
* Last one got asked in an interview about initiatives to 'diversify' the participant pools in medical research to do more representative science. They saw it as a non issue, and then brought up several tropes about Black people in particular - including trouble being on time, holding still, following instructions and how that could negatively impact their research. Again, sure agree to disagree between them and me, but NIH cares and if you blow off NIH requirements you aren't going to get grants and aren't going to get tenure.
If you want to see how it works in practice, here are the rubrics I developed for my department to evaluate DEI statements (which are totally blinded as are all application materials): https://www.dropbox.com/scl/fi/3agby1zv572km6bjuiymd/Teachin...