Introduction
Universities and colleges are essential actors in promoting human rights and creating a more equitable society. As institutions of higher learning, they have access to unique resources that can facilitate the fostering of diversity, education, and social impact. In a rapidly globalizing world, universities have a crucial role to play in acknowledging their obligations to protect basic human rights and promote inclusion for all members of their student body. With this in mind, it is essential for universities and colleges to recognize their potential to contribute to a broader societal movement towards human rights and inclusion.
History
Human rights have been an evolving concept throughout history. The foundations of modern human rights can be traced back to various philosophical, religious, and cultural influences. However, it was the Universal Declaration of Human Rights (UDHR), adopted in 1948 by the United Nations General Assembly, that laid the groundwork for the international human rights movement (United Nations, 1948). The UDHR proclaimed that all human beings are born free and equal in dignity and rights, regardless of race, color, sex, language, religion, or other factors. In recent years, the focus on human rights has increasingly shifted towards ensuring equal opportunities for all, including education and employment.
How can higher education institutions improve human rights?
There are several ways in which universities and colleges can work towards diversity employer certification and, consequently, improve human rights. These include:
Creating inclusive policies and practices
In order to foster an inclusive environment, universities and colleges must implement policies and practices that promote diversity and inclusion. This includes adopting fair recruitment and hiring processes, ensuring equal opportunities for career advancement, and providing targeted support for underrepresented groups (Wrench, 2007). By doing so, educational institutions can help create a culture that values diversity and inclusion, contributing to the promotion of human rights.
Providing diversity and inclusion training
Training is an essential component of achieving diversity employer certification. Universities and colleges should provide ongoing training to faculty, staff, and students to ensure they understand the importance of diversity and inclusion and are equipped to create an inclusive environment (Aguirre & Martinez, 2006). This training can cover topics such as unconscious bias, microaggressions, and cultural competence, all of which contribute to fostering a more inclusive educational environment.
Engaging with diverse communities
In order to truly promote human rights, universities and colleges must engage with diverse communities both on and off-campus. This can include partnering with community organizations, hosting events that celebrate different cultures, and encouraging students, faculty, and staff to participate in diversity and inclusion initiatives (Smith, 2022).
Monitoring and reporting on diversity and inclusion efforts
Universities and colleges must be transparent in their diversity and inclusion efforts. This includes setting measurable goals, regularly evaluating progress, and reporting on successes and areas for improvement. By doing so, educational institutions can demonstrate their commitment to diversity and inclusion and their dedication to improving human rights (Ely & Thomas, 2001).
Conclusion
universities and colleges can play a significant role in improving human rights by working towards diversity employer certification. By creating inclusive policies and practices, providing diversity and inclusion training, engaging with diverse communities, and monitoring and reporting on their efforts, educational institutions can help create a more inclusive and equal society. By doing so, they can contribute to the promotion of human rights and foster a culture of respect and dignity for all.
References
Aguirre, A., & Martinez, R. (2006). Diversity leadership in higher education. ASHE Higher Education Report, 32(5).
Diversity Social. (2022). Diversity employer certification. Retrieved from https://diversity.social/certification/
Ely, R. J., & Thomas, D. A. (2001). Cultural diversity at work: The effects of diversity perspectives on work group processes and outcomes. Administrative Science Quarterly, 46(2), 229-273.
Smith, D. G. (2022). Diversity’s promise for higher education: Making it work. Johns Hopkins University Press.
United Nations. (1948). Universal Declaration of Human Rights. Retrieved from https://www.un.org/en/about-us/universal-declaration-of-human-rights
Wrench, J. (2007). Diversity management and discrimination: Immigrants and ethnic minorities in the EU. Routledge.
Page, S. E. (2007). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton University Press.
Higher Education promotes human rights
