Equity Matters
Videos and Case Studies
Equity isn’t just a principle. it’s a lived experience that shapes how people show up, succeed, and feel valued in classrooms and workplaces. The video interviews and case studies on this page explore the real-life impact of inequity through the voices of students and faculty who have faced tokenization, biased assumptions, and uneven power dynamics. These stories reveal how being judged for one’s age, gender, ethnicity, or identity can erode self-esteem and stall professional growth. They also highlight the emotional toll of being seen as a “token hire” or having one’s achievements questioned.
As you watch and reflect, consider how your own space can move beyond surface-level inclusion to become a place where equity is actively practiced, and where every voice is heard and respected.
There was something wrong with that picture – video
Reflection Questions
- How does tokenization—being seen as a representative of a group rather than as an individual—affect self-esteem, career progression, and educational experiences? What steps can educators and peers take to recognize and challenge this behavior?
How Power is Distributed – video
Reflection Questions
- How do traditional power structures in academia and the workplace reinforce exclusion, and what would it take to reimagine leadership in a way that reflects diverse identities and lived experiences?
- What barriers—visible or invisible—might prevent queer individuals from pursuing leadership roles or professional opportunities, and how can universities and employers create environments that foster both safety and belonging for all?
Teaching Scenario – video
Reflection Questions
- How might unconscious bias influence the way students respond to feedback from faculty members of different identities, and what can institutions do to address these disparities in perception and treatment?
- What are the long-term effects of repeated microaggressions on the confidence, mental health, and professional growth of marginalized educators and students—and how can institutions create systems of support and accountability to address this harm?
Demonstrating My Credibility – video
Reflection Questions
- How do assumptions about age, appearance, or perceived experience shape credibility in academic and professional settings, and what are the consequences for those who are constantly expected to “prove” their worth?
Assumptions – video
Reflection Questions
- How might it affect someone’s confidence or sense of belonging if they feel they were selected to “fill a quota” rather than for their skills and potential? What does this reveal about the difference between equity and tokenism?
- What are some ways we can ensure that efforts to increase diversity are also grounded in genuine respect, support, and recognition of each person’s value and contributions?
i was the indigenous person – video
Reflection Questions
- In the video, Sylvia discusses being hired in part to fulfill an Indigenous hiring quota. How might tokenism show up in your own institution or workplace? How can we move from performative inclusion to meaningful, respectful engagement? What are the risks of “checking the box” when it comes to diversity and inclusion?
Tall Poppy Syndrome – video
Reflection Questions
- Equity means making sure everyone has a fair chance to grow and succeed.
What can you do to help create spaces where people are celebrated for their achievements instead of being cut down? - Why do you think some people feel pressure to “stay in their place” or not stand out because of their background, language, or culture?
How does Tall Poppy Syndrome show up in schools or workplaces? Why do you think people sometimes feel uncomfortable when others break those expectations? - Dr. Ho talked about how being treated differently can lead to imposter syndrome and feeling like you don’t belong or aren’t good enough.
How can schools and workplaces help reduce this feeling and support people more fairly? - Some people feel like they always have to work harder just to be seen or accepted.
What does that say about how equity shows up or doesn’t in our classrooms or workplaces?
People in power – video
Writing Between the Lines of Inclusion- Case Study
Amandeep is a Canadian and South Asian identifying Creative Writing student in her upper level of study. In one of her classes this term, her instructor taught students about literary organizations and magazines as part of the writing career. This included the instructor highlighting the attributes of organizations and magazines who emphasize a commitment to diversity and accessibility through prioritizing submissions from marginalized communities. The instructor emphasized the importance of diversity and accessibility in the literary realm, and the importance of ongoing efforts in ensuring that the Canadian literary sector is moving towards a more inclusive and equitable landscape.
In addition to this, the instructor also stressed that even though some magazines may prioritize submissions from certain identities, a submission will never be accepted nor funding given to a writer, unless their caliber of writing measures up to the literary standards. However, this has lead some students in class to make comments to Amandeep and other marginalized students that this criteria is racist and provides an unfair advantage to certain communities. They feel forced to include diversity in their own work and practice simply because that is what is now trending.
This has caused Amandeep to feel as if her accomplishments are simply a handout due to her diversity factors. Moreover, it has made her feel stuck out whenever this topic is mentioned in class. The instructor has reiterated the importance of such inclusive practices and that the writing must be up to a certain standard regardless of an individuals belonging to a minority group. The instructor has also ensured Amandeep that her work is up to a high standard, and this has eased some of Amandeep’s discomfort, but students continue to make these comments and Amandeep is afraid that this type of conversation will discourage other marginalized students in the future.
Reflection Questions
For Students:
- How might comments that dismiss the need for diversity initiatives affect classmates like Amandeep who belong to marginalized communities?
- How could the perceptions of “unfair advantage” be addressed constructively within education?
For Educators:
- What strategies could you use to effectively communicate the importance of diversity and inclusion in literature and resources to all students?
- What measures can be taken to ensure that students from marginalized groups do not feel tokenized or undervalued for their contributions?
The Case Study was written by Harjinder “Jinnie” Saran.
Jinnie Saran is a disabled, Canadian, South Asian, and Queer identifying Creative Writing student at KPU. She is currently in her upper level of study, and hopes to pursue a masters in Creative Writing after completing her undergrad.
Everyone has a Voice- Equity in Action (Educator perspective) – Case Study
Dr. Singh, a sociology professor, noticed a recurring pattern: the same few students—mostly White, cisgender men—tended to dominate the conversation. . Others, including racialized, disabled, and international students, rarely spoke even when prompted. She began to reflect on how her classroom dynamics may unintentionally reinforce inequity. She recalls research showing that students from dominant groups often receive more affirmation and airtime, while marginalized students may feel their contributions are less valued. To address this, she introduced a go-around format: each student writes a short response to a prompt, then shares aloud in a circle, one by one.
She explained:
“This isn’t about who speaks first. It’s about making space for everyone.”
After a few weeks:
- More students participated, especially those who hadn’t spoken before.
- Ideas became more thoughtful and inclusive.
- Students reported feeling heard and respected.
Dr. Singh also began tracking participation and inviting students to reflect on their engagement. The shift created a more equitable, welcoming classroom.
Reflection Questions
- What assumptions do we make about who “should” speak in class?
- How can we design participation strategies that include students who are often left out?
- What are the trade-offs between efficiency and equity in classroom discussions?
- How might go-arounds be adapted for larger classes or online formats?
Invisible Contributions – Equity in the Classroom Case Study
Dr. Saito, a Japanese Canadian woman with over 20 years of experience in higher education, teaches at a mid-sized university. In faculty meetings, she’s often interrupted or finds her ideas repeated by others without acknowledgment. Despite positive student feedback and innovative teaching methods, she’s overlooked for leadership opportunities and excluded from decision-making circles. At first, Dr. Saito internalizes these experiences, wondering if she needs to be more confident or assertive.
Over time, she begins to question whether her treatment is related to systemic bias—particularly around gender, ethnicity, and age. Her suspicions are confirmed through research and conversations with other marginalized colleagues. She realizes the issue is not personal failure but rather a structural inequity that invisibly undermines her work. This recognition is empowering, but it also highlights how deeply inequity can be embedded in academic spaces—even among institutions committed to inclusion.
Reflection Questions
- Have you ever witnessed or experienced a moment where someone’s contribution was overlooked in a group setting? What factors might have influenced that dynamic?
- How does systemic bias—in relation to gender, ethnicity, age, or other identities—impact a person’s sense of belonging in educational or workplace environments
- What practical actions can we take, as students or future professionals, to support equity and ensure that all voices are acknowledged and valued?
