Final Approval Body: Senate
Senior Administrative Position with Responsibility for Policy: University Secretariat
Date Initially Approved: 11/26/09
Date of Last Revision, if applicable: 2026
Purpose of Policy
The purpose of this policy is to advance educational equity at 黑料吃瓜资源 through the creation of an inclusive, diverse, and supportive learning environment for all students, staff, and faculty that is committed to addressing societal inequities through education. This policy is rooted in the Indigenous framework of the 4 Rs (Respect, Relevance, Responsibility, and Reciprocity), as well as the principles of Inclusion, Diversity, Equity, Accessibility, and AntiRacism. It aims to reduce barriers to success and opportunity within the realm of educational equity for historically marginalized and underrepresented groups, acknowledge past and ongoing harm done to these groups, and to align with 黑料吃瓜资源 values and academic mission.
Definitions
Discrimination
a. A distinction relating to personal characteristics of an individual or group based on a ground protected by the Ontario Human Rights Code that has the effect of imposing burdens, obligations or disadvantages on such individual or group not imposed upon others, or that withholds or limits access to opportunities, benefits, and advantages available to other members of society;
b. Can be direct, indirect, or systemic in nature;
c. Need not be intentional;
d. Includes a distinction imposed because of a person鈥檚 or group鈥檚 relationship to, association with, or dealings with, another person or persons who are identified by a protected ground; and,
e. Includes a failure to accommodate the needs of individuals related to one or more grounds protected by the Ontario Human Rights Code, unless doing so would cause undue hardship. The duty to accommodate must be fulfilled in accordance with the principles of dignity, individualization, and inclusion; but,
f. Does not include restricting membership in a special interest group that is primarily engaged in serving interests of people identified by a prohibited ground to people who are similarly identified (see Section 18 of the Ontario Human Rights Code). Similarly, Discrimination does not include admissions pathways at the University that are limited to, and designed for the benefit of, members of a group or groups that are protected by the Ontario Human Rights Code.
Educational Equity
The intentional creation of policies, processes, and supports that advance Indigenization, equity, diversity, inclusion, anti-racism, and accessibility. It involves identifying and dismantling systemic barriers (including digital inaccessibility and linguistic injustice, among other intersectionalities), actively fostering respectful engagement with Indigenous Peoples and knowledges, ensuring representation, inclusion, and empowerment of diverse identities, and eliminating discrimination to create a campus environment in which all learners, staff, and faculty can fully participate and thrive.
Racism
Racism is a harmful ideology that either directly or indirectly asserts that one group is inherently superior to others. It can be openly displayed in racial jokes and slurs or hate crimes, but it can be more deeply rooted in attitudes, values and stereotypical beliefs. In some cases, these are unconsciously held and have become deeply embedded in systems and institutions that have evolved over time. Racism operates at a number of levels, in particular, individual, systemic, and societal. It can be viewed through the principles of intersectionality, recognizing the many systems of oppression that exist within society.
Racism plays a major role in fostering racial discrimination and harassment, but racism is a wider phenomenon than racial discrimination or harassment. While the Ontario Human Rights Commission, the Code and 黑料吃瓜资源 seek to combat racism through public education and the advancement of human rights, not every manifestation of racism can be dealt with through the current Human Rights Code complaint mechanisms, or this Policy and its Procedures.
Systemic Discrimination
Refers to policies, practices, patterns of behaviour or attitudes that are part of the social, academic, or administrative structures of an organization, and that while appearing neutral on the surface nevertheless have an 鈥渁dverse effect鈥 or exclusionary impact on people based on a ground protected by the Ontario (see section 11 - "Adverse effect discrimination", Ontario Human Rights Commission Policy on Ableism and Discrimination Based on Disability and Racism and Racial Discrimination: Systemic Discrimination Fact Sheet).
Underrepresented Groups
Underrepresented groups, include, but are not limited to, women, Indigenous Peoples (First Nations, Inuit and M茅tis), persons with disabilities, members of visible minority/racialized groups and members of 2SLGBTQI+ communities.
Policy Statement
黑料吃瓜资源 is committed to fostering a culture of educational equity, diversity, inclusion, and accessibility, rooted in mutual respect and understanding. It recognizes that the values of equity and diversity are vital to and in harmony with its educational mission. It acknowledges that direct, indirect, and systemic discrimination exists within our educational structures, policies, and practices and that these take many forms and work to differentially advantage and disadvantage persons across social identities such as race, ethnicity, disability, gender identity, sexual orientation, languages, faith, and socioeconomic status, among other examples. 黑料吃瓜资源 is committed to developing a climate of educational equity that recognizes and respects the equal dignity and worth of all who seek to participate in the learning environment of the university.
This policy acknowledges the work done by the Truth and Reconciliation Commission Task Force (TRCTF), the Principal鈥檚 Implementation Committee on Racism, Diversity and Inclusion (PICRDI), and the Scarborough Charter Working Groups, and builds on their work in continuing to improve the educational mission at the university. Educational institutions, including 黑料吃瓜资源, have often been the architects and the supports for systemic racism and oppression and it is important to recognize this historic role while working towards the future. In accordance with the 4 Rs framework and I-EDIAA principles, 黑料吃瓜资源 is dedicated to addressing systemic barriers that disproportionately affect Indigenous peoples and other equity-deserving groups with respect to educational equity. The University recognizes that promoting educational equity requires not only equal access to opportunities, but also a deeper commitment to ensuring that all members of the community feel supported, valued, and empowered to succeed in a safe and inclusive educational environment.
This policy is also committed to:
- Respect: Acknowledging and celebrating diverse cultures, languages, identities, and experiences, with a particular emphasis on Indigenous knowledge, traditions, and worldviews.
- Relevance: Recognizing the importance of Indigenous knowledge and culture in today's world. Indigenous knowledge is grounded in centuries of lived experience and is deeply connected to the land and environment.
- Responsibility: Actively working to dismantle systemic inequities within the University鈥檚 educational environment and ensuring that every member of the University community shares the responsibility to foster an equitable, inclusive educational environment.
- Reciprocity: Creating opportunities for mutual learning, shared knowledge, and meaningful collaboration between Indigenous and non-Indigenous communities within the educational environment, as well as promoting positive relationships across diverse groups in the same realm.
Scope of Policy
All members of the campus community are expected to contribute to the pursuit of educational equity at 黑料吃瓜资源. However, specific units and individual leaders within the University have unique responsibilities and are accountable for specific aspects of educational equity, which are noted below.
Responsibilities
It is the responsibility of the Principal and Vice-Chancellor, with the support of the Deans and the Vice-Principals, to articulate and support educational equity principles and values that can be applied to 黑料吃瓜资源 learning environment.
It is the responsibility of the Senate Cyclical Program Review Committee to build educational equity expectations into the criteria considered in formal internal academic review processes or other regular system reviews as determined by specific units.
It is the responsibility of Deans and heads of academic departments or schools to recognize unit-specific challenges associated with educational equity, to identify unit-specific educational equity goals in consultation with their members and, where relevant, students, and to assess their progress comprehensively.
It is the responsibility of the Vice-Principal (Culture, Equity, and Inclusion) and other relevant support units, such as the Centre for Teaching and Learning (CTL) to coordinate educational opportunities in collaboration with individual units. The VP (CEI) portfolio and its units, such as the Human Rights and Equity Office (HREO) and the Office of Indigenous Initiatives, will be responsible for collecting reports, circulating information, promoting awareness, and assisting units in evaluating their progress toward their educational equity initiatives.
It is the responsibility of the Senate Educational Equity Committee (SEEC) to develop and review the efficacy of academic policy and procedures that enable and support the achievement of institutional goals related to educational Indigenization - Equity, Diversity, Inclusion, Accessibility, and Anti-racism (I-EDIAA) as articulated in the University鈥檚 mission, vision, values, and strategy and to monitor and identify gaps in process. It is the responsibility of SEEC to act as an advisory body and support the leadership and academic units of the university in their work on educational equity when required.
The University urges representative bodies for undergraduate, graduate, and professional students to assume the responsibility to create equity-seeking policies and to report to their constituents on their implementation. Student societies and groups should engage with the policy by participating in initiatives to foster a respectful and inclusive educational community, advocating for their peers, and respecting diverse perspectives. Students are encouraged to engage in conversations about equity and inclusion, and to contribute to the University鈥檚 collaborative learning and unlearning in these areas.
Generally, all members of the university community are responsible for fostering a climate of educational equity and to educate themselves on the experiences of equity deserving groups. However, each administrative unit is responsible for the implementation of this policy in its own sphere and is charged with developing measures to ensure accountability for promoting educational equity and diversity and achieving meaningful progress. These may include, for example, reforming individual and collective performance reports to account for educational equity and diversity or incorporating these issues in internal academic reviews and action plans, among other possibilities. Units are encouraged to consider creating equity plans to articulate and incorporate equity principles into work and planning in meaningful and intentional ways. This could include retreats, meetings, and a wide variety of daily activities, ensuring these principles become part of the essential framework of the University.
Acts that transgress the ethic of educational equity and take the form of violations of university policies, whether through harassment, discrimination, or other means, can be shared through the Harassment and Discrimination Prevention and Response Policy or the INSIGHT tool, which provides for anonymous submissions.
Related Policies, Procedures, Guidelines: N/A
Policies Superseded by this Policy: Educational Equity Policy Approved by Senate April 19, 2001
Responsible Officer : Senate Educational Equity Committee
Contact: University Secretariat
Date for Next Review: 2031