A systems change framework for evaluating academic equity and inclusion in an Ecology and Evolution Graduate Program

While academia is moving forward in terms of diversifying recruitment of undergraduate and graduate students, diverse representation is still not found across the academic hierarchy. At the graduate level, new discussions are emerging around efforts to improve the experiences of women and underrepresented minorities through inclusive graduate programming. Inclusive graduate programs are that which actively center and prioritize support for diverse experiences, identities, career goals, and perspectives, from recruitment through graduation. Establishing regular and rigorous evaluation of equity and inclusion efforts and needs is a critical component of this work. This is recognized by funding agencies that increasingly require reporting on inclusion efforts; here, we suggest use of a systems change framework for these evaluations. A systems change approach emphasizes three levels: explicit change (e.g., policies), semi‐explicit change (e.g., power dynamics), and implicit change (e.g., biases). We use the Ecology, Evolution, and Behavior (EEB) PhD Program at the University of Texas at Austin in an exercise to (a) identify areas of concern regarding inclusive programming voiced by graduate students, (b) categorize efforts to address these concerns, and (c) integrating and evaluating which areas of the systems change framework show the greatest progress or potential for progress. We argue this framework is particularly useful for academic systems as they are complex, composed of variable individuals, and must address diverse stakeholder needs. A systems change approach emphasizes three levels of changes: explicit change (e.g., policies), semi‐explicit change (e.g., power dynamics), and implicit change (e.g., biases). Here, we develop and conduct an exercise to evaluate diversity and inclusion concerns and efforts in an Ecology, Evolution, and Behavior (EEB) PhD Program. The exercise (a) identifies areas of concern regarding inclusive programming voiced by graduate students and characterizes them into a systems change framework, (b) categorizes existing efforts to address these concerns, and (c) integrates the two lists to evaluate which areas of the systems change framework show the greatest progress and greatest need.