Area 3: Embedding equity

The third Equity Compass area is called ‘Embedding Equity’.

In this video, Emily explains what the ‘Embedding equity’ area entails and why it is an important component of equitable informal STEM learning practice.

Too often, equity and inclusion become tied up in a specific person’s role or limited to specific programs. For example, organisations may focus on specific programs working with particular underrepresented demographic groups. This runs the risk of inclusion work being located within this specific activity, while the rest is business as usual.

Tokenising equity in this way is both damaging and limiting. What happens when that program finishes? What happens when the person who comes to embody institutional equity leaves? What difference can one-off activities really make if the rest of an organisation doesn’t work to mainstream equitable and inclusive practice?

Equitable practice is particularly powerful when it is everyone’s job, everyone’s responsibility, and when it is part of every activity: from the welcome to communications, program development, to interaction with participants. Getting everyone to think about equity isn’t always easy, but it is the best way to support and develop the changes needed to make informal STEM learning more inclusive.

Next, we use the questions introduced within this Equity Compass area to think about an illustrative case study taking place in a zoo.