Statement of Contributions to Diversity, Equity, and Inclusion for Senior Leader Recruitments

What is meant by Diversity, Equity, and Inclusion?

Diversity: The variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, gender identity, socioeconomic status, geographic region, and more.

Equity: As opposed to equality, where everyone receives the same support regardless of circumstance, equity focuses on fair treatment, and on ensuring access to support and opportunities necessary for advancement and success. Equity acknowledges structural issues and barriers such as racism, sexism, homophobia, bullying, and sexual harassment that have prevented the full participation of individuals from marginalized groups.

Inclusion: The proactive effort through personal actions, programs, and policies to ensure that all individuals feel welcome, respected, supported, valued, and provided with a sense of belonging.

The University of California Commitment to Diversity

The University of California is committed to serving a student body and hiring faculty and staff who reflect the diversity of the State of California, maintaining principles of equity and inclusion, and responding to the needs of a diverse society. As stated in UC Regents Policy 4400:

Because the core mission of the University of California is to serve the interests of the State of California, it must seek to achieve diversity among its student bodies and among its employees. The State of California has a compelling interest in making sure that people from all backgrounds perceive that access to the University is possible for talented students, staff, and faculty from all groups….The University particularly acknowledges the acute need to remove barriers to the recruitment, retention, and advancement of talented students, faculty, and staff from historically excluded populations who are currently underrepresented.

Why do we ask for a Statement of Contributions to Diversity, Equity, and Inclusion?

UC Santa Cruz is a Hispanic-Serving (HSI) and Asian American Native American Pacific Islander-Serving Institution (AANAPISI) with a high proportion of first generation students. We seek candidates who will contribute to promoting a diverse, equitable, and inclusive environment. This statement helps us assess a candidate’s skills, experience, and ability to contribute to the work they would be doing in supporting our students, staff, and faculty, and to creating a more welcoming and inclusive workplace.

Contributions to Diversity, Equity, and Inclusion Statements

Ideally, these statements address the following: 1) demonstrate an understanding of the particular diversity and equity related issues and needs in a candidate’s field, or in higher education; 2) provide examples of a candidate’s past contributions to diversity, equity, and inclusion; and 3) discuss the candidate’s vision for how they might support existing dimensions of or make expanded contributions to diversity, equity, and inclusion in the position for which they are applying.

Examples of what might be included

Knowledge and understanding

  • Knowledge of, experience with, and interest in dimensions of diversity that result from different identities, such as ethnic, socioeconomics, racial, gender, sexual orientation, disability, and cultural differences
  • Familiarity with demographic data related to diversity in higher education
  • Comfort discussing diversity-related issues
  • Understanding of the challenges faced by underrepresented individuals, and the need to identify and eliminate barriers to their full and equitable participation and advancement

Service/professional activities

  • Outreach activities designed to remove barriers and to increase the participation of individuals from underrepresented groups Supporting student organizations that serve underrepresented groups
  • Participation with professional or scientific associations or meetings that aim to increase diversity or address the needs of underrepresented students
  • Serving on university or college committees related to equity and inclusion, or preventing sexual harassment and sexual violence

Other Contributions: Outside Experience and Competencies

  • Life and educational experience, outside work experience, and/or cultural competencies and communication skills that can contribute to broader diversity, equity, and inclusion efforts
  • Participation in workshops and activities that help build multicultural competencies and create inclusive climates



  • Strategies to create inclusive and welcoming teaching environments for all underrepresented students
  • Strategies to encourage both critical thinking and respectful dialogue in the classroom
  • Using new pedagogies and classroom strategies to advance equity and inclusion


  • Inclusive and respectful research environments
  • Mentoring and supporting the advancement and professional development of underrepresented students or postdocs
  • Research focused on underserved communities

How are these Statements evaluated?

Review committees use these rubrics to help evaluate candidate statements:

A. Knowledge about Diversity, Equity, and Inclusion as relates to their profession or higher education


  • Little expressed knowledge of, or experience with, dimensions of diversity that result from different identities. Defines diversity only in terms of different ideas or different nationalities, but doesn't discuss gender or ethnicity/race. Discusses diversity in vague terms, such as "diversity is important." May state having had little experience with these issues because of lack of exposure, but then does not provide any evidence of having informed themselves, or may discount the importance of diversity.
  • Little demonstrated understanding of demographic data related to diversity in higher education or in their profession. May use vague statements such as "technological professions definitely need more women."
  • Unable to authentically discuss or reflect on diversity-related issues. May state that they "just haven’t had much of an opportunity to think about these issues yet."
  • Seems to have little understanding or awareness of the structural barriers that minoritized individuals face, or does not express a personal responsibility for helping to eliminate barriers. For example, may state that it's better not to have outreach or affinity groups aimed at minoritized individuals because it keeps them separate from everyone else, or will make them feel less valued.


  • Individuals receiving a rating of "3" in the "Knowledge" dimension could show aspects of both "1-2" and "4-5" ratings. For example, they may express little understanding of demographic data related to diversity, and have less experience and interest in dimensions of diversity, but show a strong understanding of challenges faced by individuals who are minoritized and the need to eliminate barriers, and be comfortable discussing diversity-related issues.


  • Clear interest in, knowledge of, and experience with dimensions of diversity that result from different identities, such as ethnic, socioeconomic, racial, gender, sexual orientation, disability, and cultural differences. This understanding can result from personal experiences as well as an investment in learning about the experiences of those with identities different from their own.
  • Is aware of demographic data related to diversity in higher education and/or their profession. Discusses the underrepresentation and marginalization of specific demographic groups and the consequences for higher education or for the profession.
  • Fluently discusses diversity-related issues including distinctions and connections between diversity, equity, and inclusion.
  • Understands the challenges faced by minoritized individuals, and the need for all faculty, staff, and students to work to identify and eliminate barriers to their full and equitable participation and advancement. Understands the additional challenges faced by individuals whose identities intersect multiple minoritized groups.
  • Discusses diversity, equity, and inclusion as core values that every employee should actively contribute to advancing.

B. Past contributions to advancing Diversity, Equity, and Inclusion


  • Little track record of working to advance diversity, equity, or inclusion. Participated in no or only a few limited activities (limited in terms of time, investment, or role).
  • Only mentions activities that are already the expectation of previous positions as evidence of commitment and involvement. For example, "As the Dean of Students, I was already accustomed to being inclusive in working with students from a wide range of backgrounds."
  • Provides little to no evidence of specific skills for advancing diversity, equity, and inclusion.


  • May have participated extensively in a single activity. Less clear that there is an established track record.
  • Limited participation at the periphery in numerous activities, no discussion of outcomes of the efforts.
  • Impact of efforts is on a limited scale.
  • Participation in a professional organization that supports minoritized individuals.
  • Presents evidence of some skills for advancing diversity, equity, and inclusion.


  • Describes multiple activities in depth, with detailed information about both their role in the activities and the outcomes. Activities may span research, teaching, and services.
  • Consistent track record that spans many years.
  • Enacted meaningful institution-wide changes.
  • Demonstrated leadership in advancing diversity, equity, and inclusion.

C. Discussion of the candidate’s vision for supporting or expanding Diversity, Equity, and Inclusion in the position


  • Vague or no statements about what they would do at UCSC if hired. May even feel doing so would be the responsibility of someone else.
  • Describes only activities that are already the expectation of the position, such as treating all students the same regardless of background, etc.
  • States that would be happy to "help out" but seems to expect to be invited to activities.


  • Shows some thought about how the position could contribute to advancing diversity, equity, and inclusion, but proposed contributions are limited.
  • Plans are limited in scope.
  • Plans or ideas lacking in detail or clear purpose. Limited perspective on what can be done in the position.


  • Clear and detailed ideas for how they would be involved in and what new ideas they have for advancing diversity, equity, and inclusion at UCSC.
  • Proposed involvement in facilitating institutional change and achieving a large impact for the campus.
  • Strong understanding of how to leverage the position to contribute to advancing diversity, equity, and inclusion.
  • References activities already taking place at UCSC, and how additional or new activities would advance diversity, equity and inclusion.
  • Addresses multiple areas of need, as appropriate to the position and the people they would be interacting with.