The diversity vocabulary has evolved from focusing solely on discrimination and inequalities to address ways of bringing diversity elements together through integration and inclusion. This does not mean that discrimination and inequalities are no longer pertinent, but that in order to deal with such issues, it is necessary to bring diversity issues into the mainstream, and to include majority and dominant groups into the diversity dialogue. Discrimination and inequalities are still prevalent for populations that differ from the dominant group. For example, women in top management functions, non dominant ethnicities in higher education, and consequently in the workplace, and people with special abilities, to name a few. We can distinguish two general categories of discrimination, structural discrimination and cognitive discrimination. Structural discrimination refers to already existing unequal distribution of wealth and opportunities, which impact power relations between different populations. If you look at gender relations for example, we observe that in many countries, there are gender differences in level of educational attainment and type of degree obtained. We also observe that women tend to hold professional positions that are inferior to positions held by men overall, and there is a gender pay gap even within the same profession. It is not surprising that we find more women than men who live below the poverty line, particularly after retirement. The systematic lack of access to opportunities, including educational opportunities, leads to an unequal distribution of wealth and power. The power to make decisions and distribute resources remains in the hands of the dominant group, such that a self fulfilling schema is established. Structural discrimination occurs because of and is maintained by cognitive discrimination. Cognitive discrimination focuses on individual cognitive processes that yield the perceived differences in physique, lifestyles, values, etc. We react to observe difference by confirming our own preferences, and distinguishing ourselves from different elements by undermining them When our distinctions are backed up by differentiated access to resources such as education, status, and wealth, this leads to a confirmation of power differences between diverse populations. This process can be found for example, in gender and race relations in many parts of the world. Cognitive and structural discrimination, together generate and maintain a status quo in which a power and prestige order is based on diversity elements such as gender, ethnicity, or abilities. For example, you will find an overrepresentation of men in important and prestigious positions in politics, firms, and public institutions, in societies that favor men. In such an environment, there will be a tendency for boys and girls to be evaluated differently for the same performance. For example, in maths, boys may be perceived by teachers as being talented for a good performance, while girls may be perceived by the same teachers as working hard for a good performance. This difference in appreciation based on gender can have consequences down the road, such that we find significant majority of men in engineering programs and significant majority of women in social sciences. This contributes to reinforcing the status quo. While an established social system is comfortable, to the extent that we accept this social order, it is not conducive to generating new ideas and new possibilities. Darwin and the physical environment have shown that diversity is key to new possibilities and survival, particularly in times of uncertainty and change. In the same way, social diversity is an easily accessible factor that can be mobilized to deal with changing social and economic environments. Recently, states and firms have begun to address structural discrimination through initiatives such as quota laws and equal opportunity programs. It is more difficult to address cognitive discrimination since it is at individual level, and often, individuals such as you and I are unaware of distinctions we systematically make while interacting with our social environment. It is important to note that discrimination is not a natural phenomenon, and that the imbalance is reciprocated either consciously or unconsciously by both sides of the inequality. Therefore, identifying forms of discrimination that create distinctions between populations with different characteristics is the first step to creating a common understanding of diversity issues. Developing a common vocabulary that takes into account the experiences of both sides of a social imbalance create the building blocks for inclusion. In the second module, categorization and diversity perceptions, we will address more in detail the processes that create cognitive discrimination. In this current module, you will have more concrete examples of structural discrimination based on different diversity categories, including gender, special abilities, cultural, social and intergenerational diversity. You will also be asked to identify examples of structural discrimination, and to think about how such a system is maintained.
