Defining Diversity at Warner Pacific

Warner Pacific College grounds its diversity work in the principles of equity and inclusion.

Equity

Equity refers to the process of creating an environment that allows for equal opportunity, access, and outcomes related to social indicators for members of historically underrepresented and marginalized groups. Equity also refers to addressing the systemic disparities that exist between individuals and groups based on their identity, background, and experiences.

Inclusion

Inclusion is when traditionally marginalized and underrepresented individuals and groups feel a sense of safety, belonging, and are empowered to participate in the college culture as full and valued members of the community, helping to shape and redefine the institutional culture in different ways. Inclusion also refers to creating an equitable college climate and culture that is compassionate toward and encouraging of all students, which allows all members to participate actively in building community and maximizing their potential.

Diversity

As such, grounded in equity and inclusion, Warner Pacific College defines diversity as a systematic response to address the needs and disparities of historically marginalized and underrepresented groups in higher education. These groups include:

  • First generation college students
  • Students from low income backgrounds
  • Ethnic minority students
  • Students who are underprepared academically

Warner Pacific College also acknowledges and is committed to diversifying the staff and faculty of our institution so employees can adequately reflect the racial, ethnic, and gender composition of the students we serve.

Additionally, Warner Pacific College strives to create an environment and ethos that models inclusive excellence. Inclusive Excellence refers to creating a college environment for all Warner Pacific community members, which includes:

  • Opportunity, access, and success
  • Equitable climate and culture
  • Learning development and engagement
  • Transformational curriculum and scholarship for an urban context
  • Institutional infrastructure – capacity building

For further reading and context, please refer to:

Williams, D. A., Berger, J., & McClendon, S. (2005). Toward a model of inclusive excellence and change in higher education. Washington, DC: Association of American Colleges and Universities.

Williams, D. A. (2013). Strategic diversity leadership: Activating change and transformation in higher education. Sterling, VA: Stylus Publishing Press.