Wong Chapter

5
Diversity, Equity of Access, and Social Justice
Patty Wong, Miguel Figueroa, and Melissa Cardenas-Dow
Chapter 5, “Diversity, Equity of Access, and Social Justice,” introduces diversity as a concept integral to the
missions and values of information organizations. Diversity, notes the authors, encompasses several key
terms, including equity, inclusion, and multiculturalism. With their background in serving underserved groups,
diversity initiatives, and outreach, Patty Wong, Miguel Figueroa, and Melissa Cardenas-Dow are uniquely
situated to explore how difference strengthens organizations and communities when those differences are
respected and acknowledged. The authors further highlight the fact that as an information organization
strives to support learning, engagement, and a sense of community, its efforts should also be aligned toward
supporting social justice for all members of the community.
The valuing, celebration, and recognition of differences among members of a given community may still
leave issues of equity unanswered. An information organization’s engagement with a community requires
that it confront such issues. More significantly, how an organization addresses these issues is one of the most
important aspects of the work done by the information organization.
It is essential that information professionals understand that people do not experience life through a
single lens, but rather through a mix of experiences, perspectives, and understanding. By understanding
these unique experiences and perspectives, information organizations and professionals can focus on the
unique needs of their community while avoiding what the authors refer to as “group think.” It is, therefore,
Copyright © 2018. Rowman & Littlefield Publishers. All rights reserved.
an information professional’s responsibility and goal to learn about that community’s diversity by becoming
more familiar with linguistic preferences, social customs, and cultural norms and to develop strategies to best
serve the full community.
* * *
This chapter starts from the basic belief that difference—and the differences between people and
groups—strengthens organizations and communities when those differences are respected and ac-
knowledged. This focus on difference can accelerate innovation within the information organization
and advance social justice efforts within the community, both of which should be priorities for infor-
mation professionals. Research shows that organizations that leverage multiple, diverse perspectives
can experience better business performance1 and have access to alternative ways of thinking and
52
Information Services Today : An Introduction, edited by Sandra Hirsh, Rowman & Littlefield Publishers, 2018. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/southcarolina/detail.action?docID=5295158.
Created from southcarolina on 2024-03-11 18:38:53.
behaving that advance innovation.2 Even as information organizations examine their internal workings,
they exist within complex systems of power wherein certain segments of the community experience
privilege while others contend with inequities. As the information organization strives to support
learning, engagement, and a sense of community, its efforts should be aligned toward supporting
social justice for all members of the community. Information organizations have tremendous oppor-
tunities to work with diverse professionals within their organization and diverse populations in their
communities. Through these efforts, information organizations can strengthen their work preserving
and contributing to the creation of information and ultimately improve the experience of every mem-
ber of their community.
This chapter introduces diversity as a concept integral to the missions and values of information
organizations and information professionals. It provides an overview of what the terms diverse and
diversity mean, the characteristics that are commonly addressed by diversity work and diversity ef-
forts, and the relationship of diversity to other tenets of the profession. After completing this chapter,
the reader should have an understanding of intercultural communications and collaboration, cultural
competencies within the information organization, and how to develop with and from work with di-
verse communities.
WHAT DO WE MEAN BY DIVERSITY?

Inevitably, conversations about diversity and diverse communities include several key terms—diver-
sity, equity, inclusion, and multiculturalism. Each term is important and represents a specific approach
to and activities for addressing differences among groups of people. But truly strategic organizations
use a specific term intentionally based on culture, priorities, and aspirations. To help clarify how diver-
sity is used in this chapter—and to benefit future discussions about multiculturalism, diversity, equity,
and inclusion—it is important to define them.
Multiculturalism: While less frequently used as a strategic goal or priority, multicultural or
multiculturalism remains an important concept in developing services and programs. In 2005, the
American Association of Colleges and Universities (AACU) released a series of three reports as part
of its “Making Excellence Inclusive” initiative. In one of the reports, Making Diversity Work on Campus: A
Research-Based Perspective, authors Jeffrey F. Millem, Mitchell Chang, and Anthony L. Antonio provided
a simple definition of multiculturalism as “recognition or celebration of different cultures.”3 Month-
long cultural celebrations, cross-cultural dialogues, or rotating exhibits of different cultures embody
some of the most popular multiculturalism efforts.
Inclusion: Inclusion assumes that an organization or community is composed of many different
talents and perspectives, and so inclusion efforts seek to create an environment where those unique
skills, perspectives, and experiences are valued. Inclusion efforts reinforce individuals’ worth and dig-
nity by creating a strong sense of involvement and belonging.
Equity: Equity has become a key term for organizations in academia and government, especially
where issues of compliance might be of concern. Equity assumes the existence of avoidable or re-
mediable differences in the experiences of individuals, often resulting from their inherent or acquired
characteristics (racial/ethnic; gender, sexuality, or sexual identity; physical ability or cognitive differ-
ence; social or economic status; geographic). The pursuit of equity requires recognizing the different
experiences each individual may have and working to upend those avoidable or remediable differences
in order to create a more equitable experience.
Diversity: The AACU paper mentioned above includes a useful definition for diversity. “In addi-
tion to conceiving of diversity in terms of composition and as an exploration of differences, we would
add to the definition an interest in opposing unfair forms of exclusion, prejudice, and discrimination.
. . . Indeed, perhaps more importantly for our definition of diversity, we firmly believe that diversity
is fundamentally about work—very time-consuming and difficult work.”4 Diversity initiatives focus
Diversity, Equity of Access, and Social Justice 53
Discussion Question
Given the definitions provided for diversity, inclusion, and multiculturalism, share some
examples of programs or services that align with these terms. Explain how the service or
program aligns with the concepts of diversity, multiculturalism, or inclusion as defined in
this chapter.
on groups that have previously been excluded or experienced prejudice or discrimination and adopt
active, significant, and intentional efforts to overturn or correct these experiences (see appendix 5.1:
“Most Common Characteristics of Diversity”). Similar to equity, diversity requires concerted effort to
change long-standing systems to provide a more equal experience for all people.
From the Profession

Over the past several years, the American Library Association (ALA) has placed a significant focus on
these issues through a special Task Force (and later Working Group) on Equity, Diversity, and Inclu-
sion. As part of its work, that group offered definitions to provide a more encompassing understanding
of these complex terms (see textbox 5.1).5
This chapter intentionally uses the terms diversity and diverse to acknowledge that exclusion,
prejudice, and discrimination still exist in communities throughout the world. The use of diversity
also acknowledges that information organizations and information professionals can actively work to
upend these realities.
TEXTBOX 5.1
Definitions for Equity, Diversity, and Inclusion from the Final Report of the ALA Task Force
on Equity, Diversity, and Inclusion
Equity: Equity is not the same as formal equality. Formal equality implies sameness.
Equity, on the other hand, assumes difference and takes difference into account to ensure a
fair process and, ultimately, a fair (or equitable) outcome. Equity recognizes that some groups
were (and are) disadvantaged in accessing educational and employment opportunities and
are, therefore, underrepresented or marginalized in many organizations and institutions. The
effects of that exclusion often linger systemically within organizational policies, practices,
and procedures. Equity, therefore, means increasing diversity by ameliorating conditions of
disadvantaged groups.
Diversity: Diversity can be defined as the sum of the ways that people are both alike
and different. Visible diversity is generally those attributes or characteristics that are
external. However, diversity goes beyond the external to internal characteristics that we
choose to define as “invisible” diversity. Invisible diversity includes those characteristics and
attributes that are not readily seen. When we recognize, value, and embrace diversity, we are
recognizing, valuing, and embracing the uniqueness of each individual.
Inclusion: Inclusion means an environment in which all individuals are treated fairly and
respectfully; are valued for their distinctive skills, experiences, and perspectives; have equal
access to resources and opportunities; and can contribute fully to the organization’s success.
54 Patty Wong, Miguel Figueroa, and Melissa Cardenas-Dow
What Characteristics Do Diversity Efforts Address?
Diversity efforts usually respond to or address the needs of specific groups or cultures within the
larger community. These groups form around shared inherent or acquired characteristics of difference
(as defined in textbox 5.2). For different people, some of those characteristics may be inherent or
acquired, depending on their life circumstances.
TEXTBOX 5.2
Characteristics of Diversity
• Inherent diversities are those characteristics of difference that are material to who we
are—gender, race and ethnicity, physical and cognitive ability, age, and sexual orientation
and identity.
• Acquired diversities are those characteristics that have changed through our experiences
and choices—educational attainment, linguistic ability, immigrant experience, family com-
position, and relationship status.
What are currently considered the most apparent characteristics for diversity efforts—gender,
race and ethnicity, physical and mental ability, age, and sexual orientation—are usually inherent
diversities and have evolved as societal and cultural changes have brought to light the unique ex-
periences of people who shared a common characteristic of difference. Efforts focused on gender
diversity that sought to address differences in experiences between men and women have expanded
to understand the social construct of gender and now may consider gender expression rather than
an either/or approach to male and female. Understanding of groups can also change, as has been the
‘‘
case with revisions to organizations’ understanding of
Hispanic populations or distinctions between Asian
populations and Pacific Island populations. The work
While considerations for
of diversity changes as awareness of unique experi-
inherent diversities can help to
ences and the exclusion, prejudice, or discrimination
upend exclusion, prejudice, or
experienced by groups of people becomes more
discrimination, considerations
widely known and acknowledged.
for acquired diversities can help
While considerations for inherent diversities can
organizations be vigilant of
help to upend exclusion, prejudice, or discrimination,
homogeneity and the resulting limits
’’
considerations for acquired diversities can help orga-
on understanding, development, and
nizations be vigilant of homogeneity and the resulting
innovation.
limits on understanding, development, and innova-

tion. There can and should be acknowledgment of
the unique experiences resulting from differences in
economic status, educational attainment (e.g., first-generation college experience), family or relation-
ship composition (e.g., single-parent, adoptive or foster, multigenerational families, single, married,
partnered), immigrant experience, geography (e.g., rural, urban, suburban), work experience, linguistic
abilities, and religious beliefs. By understanding the unique experiences and perspectives resulting
from both acquired and inherent differences, organizations can avoid group think and design more
inclusive services or programs.
To help broaden understandings of diversity and diversity efforts, many organizations use a “di-
versity wheel.” Figure 5.1 illustrates the multitude of experiences through which people experience
Figure 5.1 Diversity Wheel. Created by author.
their lives. The diversity wheel helps illustrate that people do not experience life through a single
dimension, but rather through multiple perspectives (e.g., their economic background, their race and
ethnicity, their gender identity, and so on), each of which influences their experience.
It is important to remember that diversity work should be responsive to the community being
served. As an organization considers its community, it may identify prominent community character-
istics and seek to better understand the experiences of those individuals. For example, an information
system that covers a large service area might prioritize the differences in experience between rural and
urban users. Organizations may also determine that certain characteristics need to be better refined.
For example, in a large and diverse Asian or Hispanic population, differences in national origin may
be particularly important. Diversity is work; it must be responsive and adaptive—not maintain a static
adherence to any set of definitions.
DIVERSITY, EQUITY OF ACCESS, AND INTELLECTUAL FREEDOM

Diversity connects with, complements, and advances two key principles of the information profes-
sion—intellectual freedom and equity of access (see also chapter 35: “Intellectual Freedom”).
Information professionals’ commitment to intellectual freedom compels them to support and
protect information users’ rights to read, seek information, and speak freely.6 Understandings of
‘‘
different user needs (see also chapter 4: “Diverse
Information Needs”) have informed numerous in- Diversity connects with,
tellectual freedom policies supported by the ALA, complements, and advances two
including diversity in collection development,7 uni- key principles of the information
’’
versal right to free expression,8 access to resources profession—intellectual freedom and
and services regardless of gender identity or sexual equity of access.
orientation,9 services to persons with disabilities,10
and linguistic pluralism.11 These policies advise infor-
mation professionals to not only collect a diverse set of materials but to also develop a diverse set
of services to actively provide information to the many different people that need it.
Equity of access builds upon what information organizations have traditionally termed out-
reach, where organizations develop special programs or projects for under- or unserved—and
often diverse—populations (e.g., adult new and nonreaders, the incarcerated, people experiencing
poverty or homelessness, the differently abled, racially and ethnically diverse communities, immi-
‘‘
grants, the geographically isolated, the elderly, and
homebound populations). Many outreach services
see great success, but too often depend on spe-
Increasingly, equitable access
cial funding or specialists dedicated to the work.
requires engaging with diverse users
Changes in staffing, funding, or priorities can dis-
to better understand their needs,
’’
rupt the services and end the relationship with the
interests, and aspirations for the
particular community. Equitable access encourages
information organization.
a shift from developing special services for specific
user groups to sustaining quality services for all user
groups at all times by actively and regularly consid-
ering the multiple perspectives by which individuals encounter the information organization and its
services.12 Increasingly, equitable access requires engaging with diverse users to better understand
their needs, interests, and aspirations for the information organization. Equitable access seeks to
recognize the diversity of users and develop information services responsive to their unique experi-
ences. Equitable services and policies are developed through an appraisal of and engagement with
the diverse landscape in which information users operate.
INTERCULTURAL COMMUNICATION AND COLLABORATION

Among the most important diversity endeavors that information organizations can undertake is the
provision of equitable access to information through the inclusion of diverse communities in the de-
‘‘
sign and delivery of programs and services. It is the
information professional’s responsibility and goal to
learn about their community’s diversity by becoming

Among the most important
more familiar with linguistic preferences, social cus-
diversity endeavors information
toms, and cultural norms and to develop strategies to
organizations can undertake is the
best serve the full community. Professionals can meet
provision of equitable access to
individuals where they are and work collaboratively
information through the inclusion of
’’
with community representatives to address those
diverse communities in the design and
needs in an effective and positively impactful way.
delivery of programs and services.
Including representatives from diverse communities
can improve understanding and discussion of cultural
values—and there is no better method of learning
about a community than through direct participation. Community outreach is also critical, as service
development should be accompanied by trusted and respected activities that demonstrate genuine
interest and engagement and ultimately cultural interchange (see also chapter 27: “Communication,
Marketing, and Outreach Strategies”).
The complexity of communication and its importance is only heightened when communicating
across diverse communities. Effectiveness is much preferred over efficiency (see textbox 5.3). Active
listening and awareness of the individual or group dynamic are essential to establish a trusted and
reliable dialogue and connection with the audience.
TEXTBOX 5.3
Effective Communication Strategies for Serving Diverse Communities
Leave your ego at the door: Colleagues often have the best ideas, resources, and
solutions; the optimal role of information professionals is often one of active listener and
facilitator. A healthy appreciation for continual learning and humility offers greater depth to
cultural development as an individual and within one’s organization.
Check assumptions related to privilege and class: Everyone comes with a set of ideals
and lessons intrinsic to his or her environment and experience. Information professionals
should remove any presumptions and assumptions that stem from a certain position or
societal standing; these factors may influence the information professional’s intent and
motivation in determining service delivery needs for others.
Filter out the centrist lens: Other, perhaps less traditional, perspectives can be valuable
in analysis and operational considerations.
Develop a knowledge base: Increasing one’s personal and professional awareness,
perception, and understanding of the demographic framework is a hallmark of culturally
engaged agencies.
Language
Language is an incredibly important element in cultural competency, especially when working with
ethnic diversity. There are many factors involved in one’s choice and preference of language—where
and how one develops linguistic skills, the social context, and common use of language at home com-
pared to other environments. When learning more about the demographics in a service community,
knowledge of the many languages spoken at home, immigration factors, and birthplace can influence
communication. Consider, for example, the differences between Castilian Spanish and conversational
Spanish or the many dialects of Cantonese and the distinction between Taiwanese and Mandarin.
Even within a common language, understanding language preferences of diverse communities can be
incredibly important. The uses of terms such as differently abled or disabled or Hispanic or Latino may
vary across communities.
Distinctions in language apply to both oral and written communication. Word choice and trans-
lations of library card registration forms or fliers, room signage, and other public information should
be considered carefully and determined with community members’ input. Ultimately, there is no
substitute for actual knowledge of the community and reliable interpretation with experts from the
community.
Social Customs
Familiarity with social customs demonstrates respect and authentic interest in developing services that
reflect community values. Customs may include everything from meal preparation to gift giving to taking
‘‘
off one’s shoes before entering a facility to offering the
oldest member of the group the choicest morsels of the Becoming familiar with social
meal before others. Becoming familiar with social cus- customs and being mindful of
toms and being mindful of differences and similarities differences and similarities in
in customs deepens understanding and appreciation customs deepens understanding
’’
of community diversity. As with language, respecting and appreciation of community
a culture’s ownership of a custom and acknowledging diversity.
their right to share and define customs, their appropri-
ate use, and their significance is important.
Cultural Norms
Activities that may be commonplace for some may be unusual for others. These situations may in-
clude behavior related to family communication and hierarchy, discipline, and cultural pride. Diverse
communities may maintain cultural practices and norms that are unfamiliar to the larger community.
Simultaneously, customs of the larger community may be foreign to diverse communities. For exam-
ple, the concept of information or educational materials available for borrowing may be new to first-
or even second-generation immigrant communities who had no similar experiences in their home
country. Current cultural norms may also be a combination of traditional and contemporary practices,
influenced and shaped by larger community expectations.
CONTRIBUTING TO A CULTURALLY COMPETENT ORGANIZATION

Developing culturally competent organizations is key to information organizations’ diversity efforts.
Cultural competence is defined as a set of congruent behaviors, attitudes, and policies that come to-
gether and enable a system, agency, or professionals to work effectively in cross-cultural situations.13
Textbox 5.4 lists five essential elements that should be present at every level of an organization,
including policy making, administration, and practice, and should be reflected in the attitudes, struc-
tures, policies, and services of the organization.14
TEXTBOX 5.4
Five Essential Elements for a Culturally Competent Organization
1. Values diversity,
2. Has the capacity for cultural self-assessment,
3. Is conscious of the dynamics inherent when cultures interact,
4. Has institutionalized cultural knowledge, and

5. Has developed adaptations of service delivery reflecting an understanding of cultural
diversity.
Leading Cultural Competency

An organization’s leadership provides support and sets expectations for cultural awareness and acu-
men. Change most often materializes when beginning with a review of organization mission, vision,
and values and organizational goals and priorities to reflect a commitment to diversity.
Transformative change can only take place if the organization creates safety and structures to
learn through deeper engaged conversations about strengths, values, assumptions and biases, fears,
class and privilege, and expectations. The resulting dialogue breaks down barriers to full understand-
ing and stronger personal and professional revelation, leading to organizational cultural competence.
Building an organization that is culturally competent is a progressive, transformative process,
requiring consistent systematic engagement and change. It involves taking risks, allowing for learning
through failure, commitment, and perseverance.
Diversity Committees and Employee/Community Interest Groups

Moving an organization toward a more diverse and inclusive system requires opportunities for en-
gagement. Information professionals bring their cultural values and experiences into an organization,
which can benefit the group and be shared with the community. Bringing people together, both within
the organization and across the community, around shared characteristics of difference or across
differences, can help strengthen diversity efforts and engage new allies and supporters.
A diversity committee or group should be developed formally with a name and scope that is
focused on inclusion as an institutional value. Groups should have goals and objectives that reflect
cultural competencies as a system process. It should never be assumed that staff or community mem-
bers from diverse backgrounds automatically participate in these efforts; allow people to contribute
as they deem appropriate (see also chapter 5: “Outreach and Partnership Resources” in the online
supplement).
Partnerships
Information professionals have no shortage of community-based and profession-based organizations
to reach out to and partner with to improve diversity efforts.
Valuable partners and resources may also exist outside of the information profession in organi-
zations supporting allied professions, such as educators, social workers, medical professionals, and
government or nonprofit professionals (see also chapter 5: “Diversity Information Resources” in the
online supplement).
TEXTBOX 5.5
Associations That Actively Promote Diversity Services
Several organizations within the information profession actively promote service to diverse
communities.
• State libraries and state library associations are particularly key for understanding the local
community and environment.

• Ethnic library associations
∘∘ American Indian Library Association (AILA)15
∘∘ Asian/Pacific American Librarians Association (APALA)16
∘∘ Black Caucus of the American Library Association (BCALA)17
∘∘ Chinese American Librarians Association (CALA)18
∘∘ The National Association to Promote Library & Information Services to Latinos and the
Spanish Speaking (REFORMA)19
• The American Library Association, including its policy offices, divisions, and round tables,
provides numerous communities focused on diversity efforts.
Talent Management
As with other skills, developing cultural competency requires a talent management plan that includes
training and evaluation, performance measures, mentoring and coaching, and structured and informal
communication. Organizations can work to identify information or talent gaps in staffing or operations
and work to address those through staff trainings, meetings, and sharing opportunities that advance
cultural competencies (see also chapter 22: “Managing Personnel”).
Recruitment, selection, and retention efforts are particularly important in fostering cultural
competency, as individual perspectives and experiences are valued. Leaders can work with human
resources departments to develop job descriptions that convey the organization’s commitment to di-
versity and inclusion. Specific recruitment strategies might include the use of supplemental questions
that focus on work with diverse communities, prioritization of multilingual and multicultural skills and
abilities, the participation of community representatives in the selection process, and promotion of
opportunities through diversity advocates and organizations.
Shared Leadership—Boards, Friends, and Volunteers

Cultural competency extends to the shared leadership of an organization, including boards, friends
groups, and volunteers. An informed and educated leadership and governance structure is critical to
advancing cultural competency (see also chapter 37: “Leadership Skills for Today’s Global Informa-
tion Landscape”). Training opportunities can be shared with an organization’s community leadership
and support bodies, including volunteers and even elected officials. Engaging leaders in goal setting,
planning, and implementation of efforts toward a culturally competent and inclusive organization is in-
credibly important (see also chapter 19: “Strategic Planning” and chapter 20: “Change Management”).
Discussion Question
Cultural competence involves behaviors, attitudes, and policies that allow an organization to
work effectively in cross-cultural situations. How might an information organization develop
cultural competency reflective of a new culture or population that has been recognized in
the community?
INFORMATION ORGANIZATIONS AND COMMUNITY DEVELOPMENT

Information organizations are uniquely positioned to provide a venue and forum to focus on shared
opportunities and highlight attention to and broaden understanding about community and diversity.
Information Organizations Support Communities

Through collections, programs, and services, information organizations contribute to the community,
and with these contributions have opportunities to serve and support diverse communities while
promoting deeper cross-cultural understanding. Many information organizations allocate funding
specifically to purchase bilingual and multilingual materials relevant to the community. By including
materials in a variety of formats, featuring a diversity of authors and illustrators, and addressing
subjects in all areas, information organizations can reflect the diversity of the community. Estab-
lishing collection development policies that advocate selection and purchasing of materials that are
reflective of the community’s diverse needs is important. Community members can contribute to
the development of collections by providing input into the selection, arrangement, and promotion of
materials (see also chapter 24: “Managing Collections”).
Programming that highlights and reflects the community’s diverse cultural values is a key step to-
ward a more inclusive organization and community. Programs and services can be community driven and
community created through partnerships with community-based organizations. Programming can also
advance engagement at a community-wide level through conversations that promote cultural exchange.
As a respected institution, an information organization can facilitate important discussions around what
might be difficult topics, such as equity, race, social justice, and cultural values. An outward- and com-
munity-facing organization provides greater opportunities for progressive institutional change.
Recruitment to community leadership positions, including boards, friends groups, and volunteers,
should include considerations of diversity both to advance diversity efforts in the community and as
a means to strengthen the organization through the inclusion of multiple perspectives and talents.
Outreach, promotion, and partnerships provide additional opportunities to advance diversity efforts.
Dedicating staff time and operational funding to maintaining a broad community presence across a
range of community members is critical. Additionally, sharing communications through these connec-
tions and channels creates true ownership, respect, and involvement across the community.
Communities Support Information Organizations

As communities become more actively engaged in the production of knowledge and information,
they can turn to information organizations as not only sources for content but also as repositories
for the information and resources they create. By actively engaging in diversity efforts, information
organizations can be at the forefront of knowledge and information cocreation with members of the
community. Partnerships with diverse communities can result in unique and valuable local cultural
history resources, artistic collaborations, or even social or entrepreneurial projects.
Diverse communities can support information organizations’ role in preservation and access
(see also chapter 13: “Analog and Digital Curation and Preservation”). Involvement from diverse
communities can help ensure that information organizations collect and preserve the materials that
are most important to documenting a community and its members. Information organizations that
fail to engage diverse communities are likely also to fail to preserve their historical records. Diverse
communities can work with information organizations to acquire and contextualize unique collections
that advance research and guarantee access to materials for future generations.
Finally, information organizations that engage diverse communities remain relevant across their
communities. Diverse communities provide efficient systems for the sharing of information. As indi-
viduals gather around shared differences, they also share experiences and insights with their peers.
The information organization that engages a diverse community ensures that its services, programs,
and value are promoted within that community.
INFORMATION ORGANIZATIONS AND SOCIAL JUSTICE

The valuing, celebration, and recognition of differences among members of a given community may
still leave issues of equity unanswered. An information organization’s engagement with a community
requires that it confront such issues. How an information organization addresses these issues, which
often manifest as social problems and concerns that the entire community is also working to address,
is one of the most important manifestations of diversity and cultural competency work done at insti-
tutional levels.
The library and information science profession has a long, but sometimes complicated, history
acknowledging and working to take on issues of equity, diversity, and inclusion. The profession’s de-
velopment of spaces and organizations; the systems, tools, and policies for the use and provision of
information; and its engagement with individual users, groups, and other organizations—all factor into
its commitment to equity, diversity, and inclusion.
The commitment to address disparities in society through efforts focused on equity, diversity, and
‘‘
inclusion is commonly referred to as social justice.
The National Association of Social Workers (NASW)
defines social justice as “the view that everyone de- How an information organization
serves equal economic, political and social rights and addresses these issues, which often
opportunities.”20 Work in information organizations, manifest as social problems and
through its emphasis on equitable access and intel- concerns that the entire community
lectual freedom, often mirrors and supports the work is also working to address, is one of
done by social workers in attempting to fill the gaps the most important manifestations
’’
left by social and political disparities. From programs of diversity and cultural competency
addressing the reading and technology needs of el- work done at institutional levels.
derly patrons to services and programs supporting
new immigrants in the process of becoming better
acquainted with their new country, information organizations play vital roles in bridging the gaps
community members experience.
Starting with the premise that our social world is made up of structures and systems that all mem-
bers of society engage in and are engaged by, a social justice framework acknowledges concepts—op-
pression, power, and privilege—that are important for information professionals to understand.
Oppression
The NASW white paper, “Institutional Racism and the Social Work Profession: A Call to Action,”
provides a practitioner-focused definition of oppression in society: “People experience oppression
when they are deprived of human rights or dignity and are (or feel) powerless to do anything about
it.”21 This definition highlights two significant aspects of equity: dignity and rights. The lack or di-
minishment of either human dignity or human rights increases the state of oppression experienced
and decreases the opportunity for equity. Information organizations’ support for intellectual free-
dom and equitable access should center on human dignity and human rights in the development of
programs, services, and policies.
Power
One of the most important notions regarding discrepancies of power within society is the idea that
“the benefit of access to resources and social rewards and the power to shape the norms and values
of society”22 are connected to society’s shared ideas of merit and justice. As discussed above, un-
derstanding diversity, equity, and inclusion can help information professionals be more sensitive to
segments of the community who may be relegated to lesser status and have fewer means to act upon,
participate, and engage with their civic environment. Indeed, NASW writes:
It is the combination of policies, practices, or procedures embedded in bureaucratic structure that

systematically lead to unequal outcomes for groups of people. . . . In this environment disparities
are often tolerated as normal rather than investigated and challenged.23
Privilege
The idea that some groups of people rightly and deservedly occupy the fringes of society is the same
idea that allows the perpetuation of oppression and the practices, policies, and procedures that uphold
social inequity. Information organizations and professions, in their commitment to equity, diversity,
and inclusion, must be aware of such pervasive mind-sets and make strides to counter them. At the
center of these mind-sets is the concept of privilege: the unacknowledged, unrecognized, and un-
earned ways that bestow access, rights, and benefits to particular groups over others. Peggy McIntosh
in her seminal essay, “White Privilege: Unpacking the Invisible Knapsack,”24 defined racial privilege
by describing it and likening it to male privilege, another kind of unacknowledged way of being that
affords unearned benefits to a particular group over others.
Privilege is very difficult to see and define. However, it can be described as the opposite or inverse
of oppression. McIntosh, in describing her attempts to reflect on her own privilege, wrote, “The pres-
sure to avoid it is great, for in facing it I must give up the myth of meritocracy. If these things are true,
this is not such a free country; one’s life is not what one makes it; many doors open for certain people
through no virtues of their own.”25 Individuals and communities who experience oppressive conditions
also experience the lack of privilege.
INFORMATION ORGANIZATIONS ADVANCING SOCIAL JUSTICE

As information organizations are institutions created and sustained through collective and concerted
efforts of individual people, the issues of oppression, power, and privilege are present in them. These
issues are manifest in the content and organization of collections, the creation and imposition of poli-
cies (see also chapter 29: “Information Policy”), the placement and support of locations and buildings,
and the engagement and inclusion of members of the community.
Todd Honma notes that the development of library and information services in the United States
can be viewed as one that
speak[s] to a common hegemonic U.S. rhetoric of white ethnic assimilation and meritocratic
advancement, both of which have been critiqued extensively by scholars in the social sciences,
particularly for their fallacious ideals of an egalitarian U.S. society that ignores ideological and
material discriminations based on race.26
Today, while an information organization’s enduring mission is to foster lifelong learning, it is highly
critical that the organization and its personnel be reflective of how it pursues that mission. To pursue
a mission of social justice, an information organization must question how its policies, structures, and
procedures are supportive of the community and how its collective efforts can be inclusive and aligned
against oppression.
Information organizations and information professionals can pursue social justice across their
practice. In the composition of collections, professionals can consider the voices and perspectives that
are represented and privileged and consider efforts to create more inclusive and authentic collections.
In the description and organization of information, professionals can consider the terms and struc-
tures used to catalog and organize content. Over the past several decades, information professionals
have considered the bias inherent in subject headings and advocated for more inclusive terms. Most
recently, library users and professionals raised concerns over the use of “illegal alien” in the LC Subject
Heading system.27 As public spaces, libraries and information organizations have a history entwined
with racial segregation—and while some professionals advocated for the desegregation of spaces and
services, many others did not. The segregation and inequity of spaces continues into the present in
the form of underfunded, understaffed, or under-resourced locations in more diverse service areas.
Information professionals have a history of adapting services and programs to address urgent needs
and emerging populations, but shifting populations and rapidly evolving community needs make pro-
gramming and outreach a constant opportunity for information organizations to demonstrate their
commitment to social justice.
While many social justice efforts can be initiated by an inward focus on the information profes-
sional’s practice, increasingly professionals are adopting a method of turning outward to work with
communities to identify their priorities for social justice. The information organization, like many other
institutions, can no longer assume a role of authority over the communities they serve. In an increas-
ingly networked and connected world, individual members of the community have the technology
and power to organize and address specific issues. This shift provides an opportunity for information
organizations to turn outward, acknowledge and accept the pressing issues and aspirations of commu-
nity members, and work collaboratively to address them. This philosophy can be seen in initiatives like
the American Library Association’s Libraries Transforming Communities, which integrates elements
of the Harwood Institute for Public Innovation, or the Aspen Institute’s Dialogue on Public Libraries.28
It would be nearly impossible to perfectly navigate around the potential marginalization of dif-
ferent members of the community, but information organizations, by being both self-reflective and
turning outward, can make significant strides toward a more just society. As information professionals
work to address issues of equity, diversity, and inclusion within their organizations and communities,
they likely also begin to address the inextricably linked social issues, concerns, and conflicts within
their communities.
CONCLUSION
Information organizations and information professionals are well positioned to serve diverse indi-
viduals and advance diversity and social justice efforts within their communities. Diversity efforts
strengthen the work of information professionals and ultimately improve the position of the infor-
mation organization in its community. The efforts involved, including understanding a community’s
characteristics of difference, engaging in intercultural communication and collaboration, developing
cultural competency within the organization, and recognizing the opportunities for the information
organization to contribute to social justice require time, skill, and attention. The ultimate rewards,
however, include greater support for the information organization and information professionals and
greater advancement toward the organization’s and community’s mission and goals.
APPENDIX 5.1: MOST COMMON CHARACTERISTICS OF DIVERSITY

Provided below is a list of the most common characteristics of diversity, with brief descriptions of how
these differences are currently conceived and how they might evolve in the future.
Gender
Gender diversity (or gender equality) efforts usually focus on traditional male and female understand-
ings of gender and seek to advance the representation of women in traditionally male-dominated
programs or services. As the understanding of gender increases, gender diversity may also expand
beyond the common gender norms. Nonbinary gender diversity includes understanding for individu-
als’ gender identity (self-concept), gender expression (outward gender expression), and gender role
(place within society’s male/female gender assignments). This expanded understanding of gender
may also intersect with efforts to address differences in sexuality or sexual orientation.
Race and Ethnicity

In the United States, diversity efforts focused on race and ethnicity have traditionally aligned with the
race and ethnicity (e.g., Hispanic or Latino) categories identified in the U.S. Census as standardized
by the U.S. Office of Management and Budget (OMB). The current race question in the U.S. Census
asks individuals to self-identify using the following terms:
• White: A person having origins in any of the original peoples of Europe, the Middle East, or North
Africa.
• Black or African American: A person having origins in any of the Black racial groups of Africa.
• American Indian or Alaska Native: A person having origins in any of the original peoples of North
and South America (including Central America) and who maintains tribal affiliation or community
attachment.
• Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or
the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia,
Pakistan, the Philippine Islands, Thailand, and Vietnam.
• Native Hawaiian or other Pacific Islander: A person having origins in any of the original peoples of
Hawaii, Guam, Samoa, or other Pacific Islands.
Individuals are provided the opportunity to report more than one race.
Additionally, the OMB requires agencies to use a minimum of two ethnicities in collecting and
reporting data: Hispanic or Latino and Not Hispanic or Latino. Hispanic or Latino refers to a person of
Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin regard-
less of race. Individuals reporting Hispanic or Latino ethnicity may also report specific categories—
Mexican, Mexican American, or Chicano; Puerto Rican; Cuban; another Hispanic, Latino, or Spanish
origin; and write-in answers.
As evidence of the evolving understanding of difference and diversity, in preparation for the 2020
U.S. Census, the Census Bureau has tested multiple new formats for race and ethnicity questions,
including the option for reporting nationalities within specific categories, new categories for individ-
uals of Middle Eastern or North African ancestry, and even the substitution of the terms “race” and
“ethnicity” for the more generic “categories.”29
Diversity efforts designed to address race and ethnicity usually focus on advancing the represen-
tation and participation of non-White individuals in programs and services and in decision-making
bodies and organizations.
Physical and Mental Ability

Differences in physical and mental ability vary greatly among individuals, making it difficult to clearly
identify all of the characteristics that could be a priority for diversity efforts in this category. The Amer-
icans with Disabilities Act (ADA), one of the most comprehensive pieces of civil rights legislation
that prohibits discrimination and guarantees equal opportunities for people with disabilities, does not
specifically list the impairments or differences that the legislation addresses. Rather, the ADA defines
disability as “a physical or mental impairment that substantially limits one or more major life activities,
a person who has a history or records of such an impairment, or a person who is perceived by others
as having such an impairment.”30
Many current discussions of difference in physical and mental abilities address visible and invis-
ible differences and permanent and temporary differences. Because of the range of differences, many
advocates encourage allowing individuals to express their physical or mental difference as they define
it rather than assigning a specific category to a perceived physical or mental difference.
Diversity efforts designed to address physical and mental abilities usually seek opportunities to
include, accommodate, or design for persons with different abilities in programs and services. These
efforts also seek to ensure the participation and representation of people with different abilities in
decision-making bodies and organizations.
Age
The multiple generations represented in today’s communities and organizations carry with them
different experiences and perspectives. Generational differences may become even more apparent in
communities as baby boomers (born 1946–1964) begin to enter retirement and as younger genera-
tions, raised in the midst of significant technological change, emerge as independent decision makers
and tastemakers. Generational differences can include differences in values, communication styles,
work expectations, and political and social beliefs.
In the workplace, diversity efforts focused on age seek to offset age discrimination, which is of-
ten experienced by older adults, but also by young and emerging professionals. In organizations and
communities, diversity efforts focused on age can help encourage participation and representation
from across generational lines.
Sexual Orientation
The unique experiences of lesbian, gay, bisexual, and transgender (LGBT) people form a final—and
still emerging—category of diversity that is frequently addressed by organizations. Sexual orientation
is based on an individual’s attraction to people from the opposite, the same, or both sexes. As men-
tioned above, gender identity (self-concept), gender expression (outward gender expression), and
gender role (place within society’s male/female gender assignments) may also be included in this area
of difference. Society’s changing understanding of sexual orientation and the personal nature of this
category make it difficult to fully define the range of identities contained within this category. Relying
on an individual’s expression or self-definition may provide the greatest understanding.
In the workplace, diversity efforts focused on sexual orientation seek to offset the discrimination
faced by LGBT employees and patrons. In organizations and communities, diversity efforts focused
on sexual orientation can help encourage participation and representation from across the spectrum
of experiences. These efforts may be especially important for older populations, which might be
particularly vulnerable to discrimination and exclusion based on sexual orientation; LGBT parents and
families, which may face exclusion or prejudice due to perceived nonconformity to the preconceived
family composition; and children and young people, where the pressures of dealing with emerging
sexuality or self-discovery are compounded by a sense of difference from their peers.
NOTES
1. C edric Herring, “Does Diversity Pay? Race, Gender and the Business Case for Diversity,” American So-
ciological Review 74, no. 2 (April 2009).
2. Ronald S. Burt, “Social Origins of Good Ideas,” American Journal of Sociology 110, no. 2 (September
2004), http://web.upcomillas.es/personal/rgimeno/doctorado/SOGI.pdf.
3. Jeffrey F. Millem, Mitchell J. Chang, and Anthony Lising Antonio, Making Diversity Work on Campus: A Re-
search-Based Perspective (Washington, DC: Association of American Colleges and Universities, 2005),
http://www.aacu.org/inclusive_excellence/documents/Milem_et_al.pdf.
4. Ibid.
5. American Library Association, Final Report of the ALA Task Force on Equity, Diversity, and Inclusion (Chi-
cago: American Library Association, 2016), http://connect.ala.org/files/TFEDIFinalReport%202016
-06-06.pdf.
6. “Intellectual Freedom: Issues and Resources,” American Library Association, 2014, http://www.ala.org/
advocacy/intfreedom.
7. “Policy B.2.1.11 Diversity in Collection Development,” American Library Association Policy Manual, ALA
Council, 2013, http://www.ala.org/aboutala/governance/policymanual.
8. “Policy B.2.1.12 Universal Right to Free Expression,” American Library Association Policy Manual, ALA
9. “ Policy B.2.1.15 Access to Library Resources and Services Regardless of Sex, Gender Identity, Gender Ex-
pression, or Sexual Orientation,” American Library Association Policy Manual, ALA Council, 2013, http://
www.ala.org/aboutala/governance/policymanual.
10. “Policy B.2.1.20 Services to Persons with Disabilities,” American Library Association Policy Manual, ALA
11. “Policy B.2.3.1 Linguistic Pluralism,” American Library Association Policy Manual, ALA Council, 2013,
http://www.ala.org/aboutala/governance/policymanual.
12. Satia Marshall Orange and Robin Osborne, “Introduction,” in Outreach to Equity: Innovative Models of
Library Policy and Practice (Chicago: American Library Association, 2004).
13. T. Cross, B. Bazron, K. Dennis, and M. Isaacs, Toward a Culturally Competent System of Care, Vol. 1 (Wash-
ington, DC: Georgetown University, 1989).
14. Ibid.
15. American Indian Library Association, accessed September 17, 2017, http://ailanet.org/.
16. Asian/Pacific American Library Association, accessed September 17, 2017, http://www.apalaweb.org/.
17. Black Caucus of the American Library Association, 2017, http://bcala.org/.
18. American Library Association, “Chinese American Librarians Association,” 2017, http://www.ala.org/
aboutala/affiliates/affiliates/cala.
19. REFORMA, (2017), http://www.reforma.org/.
20. “Social Justice,” National Association of Social Workers, 2017, http://www.socialworkers.org/press
room/features/Issue/peace.asp.
21. National Association of Social Workers, “Institutional Racism and the Social Work Profession: A Call to
Action,” 2007, https://www.socialworkers.org/diversity/InstitutionalRacism.pdf.
22. Ibid.
23. Ibid.
24. Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack,” Peace and Freedom Magazine,
July/August, 1989, retrieved from https://nationalseedproject.org/white-privilege-unpacking-the-invis
ible-knapsack.
25. Ibid.
26. Todd Honma, “Trippin’ Over the Color Line: The Invisibility of Race in Library and Information Studies,”
InterActions: UCLA Journal of Education and Information Studies 1, no. 2 (2005), retrieved from https://
escholarship.org/uc/item/4nj0w1mphttps://escholarship.org/uc/item/4nj0w1mp.
27. Jasmine Aguilera, “Another Word for ‘Illegal Alien’ at the Library of Congress: Contentious.” New York
Times, July 22, 2016, retrieved from https://www.nytimes.com/2016/07/23/us/another-word-for-ille
gal-alien-at-the-library-of-congress-contentious.html.
28. Libraries Transforming Communities, http://www.ala.org/tools/librariestransform/libraries-trans
forming-communities; The Aspen Institute, Dialogue on Public Libraries, http://www.libraryvision.org/.
29. Kelly Mathews, et al., 2015 National Content Test: Race and Ethnicity Analysis Report, 2017, https://www
.census.gov/programs-surveys/decennial-census/2020-census/planning-management/final-analy
sis/2015nct-race-ethnicity-analysis.html.
30. United States Department of Justice Civil Rights Division, “Introduction to the ADA,” 2014.

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5

Diversity, Equity of Access, and Social Justice

Patty Wong, Miguel Figueroa, and Melissa Cardenas-Dow

WHAT DO WE MEAN BY DIVERSITY?

Diversity, Equity of Access, and Social Justice 53

From the Profession

54 Patty Wong, Miguel Figueroa, and Melissa Cardenas-Dow

limits on understanding, development, and innova-

Diversity, Equity of Access, and Social Justice 55

DIVERSITY, EQUITY OF ACCESS, AND INTELLECTUAL FREEDOM

56 Patty Wong, Miguel Figueroa, and Melissa Cardenas-Dow

INTERCULTURAL COMMUNICATION AND COLLABORATION

learn about their community’s diversity by becoming

Diversity, Equity of Access, and Social Justice 57

58 Patty Wong, Miguel Figueroa, and Melissa Cardenas-Dow

CONTRIBUTING TO A CULTURALLY COMPETENT ORGANIZATION

4. Has institutionalized cultural knowledge, and

Leading Cultural Competency

Diversity, Equity of Access, and Social Justice 59

Diversity Committees and Employee/Community Interest Groups

community and environment.

60 Patty Wong, Miguel Figueroa, and Melissa Cardenas-Dow

Shared Leadership—Boards, Friends, and Volunteers

INFORMATION ORGANIZATIONS AND COMMUNITY DEVELOPMENT

Information Organizations Support Communities

Diversity, Equity of Access, and Social Justice 61

Communities Support Information Organizations

INFORMATION ORGANIZATIONS AND SOCIAL JUSTICE

62 Patty Wong, Miguel Figueroa, and Melissa Cardenas-Dow

It is the combination of policies, practices, or procedures embedded in bureaucratic structure that

Diversity, Equity of Access, and Social Justice 63

INFORMATION ORGANIZATIONS ADVANCING SOCIAL JUSTICE

64 Patty Wong, Miguel Figueroa, and Melissa Cardenas-Dow

APPENDIX 5.1: MOST COMMON CHARACTERISTICS OF DIVERSITY

Race and Ethnicity

Diversity, Equity of Access, and Social Justice 65

Physical and Mental Ability

66 Patty Wong, Miguel Figueroa, and Melissa Cardenas-Dow

Diversity, Equity of Access, and Social Justice 67

68 Patty Wong, Miguel Figueroa, and Melissa Cardenas-Dow

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