An interview with Gerald Cupchik: Equity, diversity and inclusion




diversity, equity, inclusion


How should we address equity, diversity, and inclusion issues in the ‘Post-COVID era’? Some students just want the degree, whereas others miss the social intimacy of classroom experiences. In this interview, we address a dissociation between university administrations with top-down, ideologically driven agendas, and the lived experiences of students. Students become immersed in diversity by participating in classes based on shared interests that cut across backgrounds and reflect experiential learning; moving from ‘cliques to networks.’ Inclusion cannot be mandated by the university and formally required of lecturers. Rather, it reflects a student’s feeling of belonging based on acceptance by others in the classroom setting and this is something that lecturers can foster. Equity is a more delicate theme tied to past exclusions that touch many communities. Gatekeepers have historically excluded students based on race or cultural affiliation. Attempts to redress this imbalance for specific communities can forget the historical exclusion of others. My approach favors ‘inclusive authenticity,’ whereby students are in touch with their heritage, and ‘reflective awareness,’ a sensitivity to the political dynamics that surround them. We can move from ‘surface to depth,’ both as institutions and individuals by fostering critical thinking and listening to the voices of students.




How to Cite

Cupchik, G., & Shaughnessy, M. (2024). An interview with Gerald Cupchik: Equity, diversity and inclusion. Journal of Praxis in Higher Education, 6(4), 97–107.



Interviews (not peer-reviewed)