The University of California is committed to attracting excellent faculty who will promote  diversity and equal opportunity through contributions to teaching, research, professional and public service ( Regents Policy 4400: Policy on University of California Diversity Statement).

At UC Santa Cruz, our Chancellor has articulated a strategic goal of advancing student success by improving retention and graduation rates and closing equity gaps. This goal is consistent with the UC system wide goal of closing equity gaps by 2030 and the 2022 Compact with the Governor. In order to meet these ambitious goals, we need all our faculty working toward them, bringing in appropriate pedagogies to their classes, with an understanding of how to improve student success in a way that closes equity gaps. Thus we seek candidates with experience and/or knowledge of inclusive pedagogies, and of academic and whole-person support of diverse students.

The practice of evaluating statements of contributions to diversity, equity, and inclusion in conjunction with other faculty achievements supports system wide policies that these contributions warrant recognition in the academic personnel process as part of the duties of faculty. ( APM 210-1-d)  Furthermore, the comprehensive evaluation of key contributions enhances the search for individuals with a track record of performing their work with a focus on excellence and equity, which speaks to UC Santa Cruz’s core values as expressed in the Principles of Community.


“We embrace diversity in all its forms and we strive for an inclusive community

that fosters an open, enlightened and productive environment.”


A diversity statement is an opportunity to share contributions to diversity, equity, and inclusion (DEI) in three general categories: Awareness, Experience, and Future Plans at UC Santa Cruz.  Contributions to diversity, equity, and inclusion come in many forms.  The search committee will use a rubric to evaluate your level of understanding and activities in those three areas; committees may choose to use the campus Starting Rubric, or they may modify the rubric to be more specific to the discipline.

Strong diversity statements demonstrate:

  • Clear and deep understanding of dimensions of DEI in higher education
  • Specific, detailed evidence of varied efforts to promote DEI in teaching, research, or service, as well as the outcomes of those efforts
  • Clear and detailed plans for future actions to advance DEI at UC Santa Cruz and within their field

Weak diversity statements may be characterized by:

  • Little to no evidence of awareness of DEI issues in higher education or their field
  • Brief, vague, or limited information used to describe few or no actions or efforts
  • No personal plans to advance DEI at UC Santa Cruz and within their field


What is meant by Diversity, Equity, and Inclusion?

Diversity: The variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, gender identity, socioeconomic status, geographic region, and more (from UC Regents Policy 4400). Many institutions of higher education focus on groups that have traditionally been underrepresented in top tier research institutions, including women and certain minority groups. 

Equity: Recognizing that the playing field is not level, equity acknowledges structural issues and barriers, both intentional and unintentional, that have prevented the full participation of individuals from marginalized groups. Examples of issues are those related to racism, sexism, ableism, classism, homophobia, bullying, and sexual harassment. Equitable treatment recognizes that access to support and opportunities necessary for advancement and success are evolving and ongoing.

Inclusion: Achieving inclusion refers to the proactive efforts through personal actions, programs, and policies to ensure that all individuals feel welcomed, respected, supported, and valued. These proactive efforts can be at the institutional or individual levels, and recognize that multiple forms of discrimination are marginalizing people. Inclusion both prevents and correct discrimination and/or marginalization.


Contributions to Diversity, Equity, and Inclusion Are Assessed in Three Categories:  Knowledge, Experience, and Future Plans at UCSC


Knowledge of and ability to articulate the challenges and barriers faced by traditionally underrepresented groups.

Experience (commensurate to career stage) of activities that reduce barriers in a candidate’s field, or in education or research for traditionally underrepresented groups.

Future Plans for activities and work that will contribute to UC Santa Cruz’s mission to embrace diversity in all its forms and strive for an inclusive community that fosters an open, enlightened and productive environment.


Knowledge, Context, and Broader Understanding

  • Knowledge of, experience with, and interest in dimensions of diversity that result from different identities, such as ethnic, socioeconomics, racial, gender, sexual orientation, disability, and cultural differences.
  • Understanding of context, and the ability to articulate the problem that contributions aim to address.
  • Familiarity with demographic data related to diversity in their own field, and/or higher education more broadly.
  • Fluency with discussing diversity-related issues.
  • Understanding of the challenges faced by underrepresented individuals, and the need to identify and eliminate barriers to their full and equitable participation and advancement.


Experience and Future Plans

Give detailed examples of a candidate’s past contributions to diversity. Candidates with substantial past activities may focus on those. If the current activities are applicable for continuation, please provide some discussion for how those could continue into the future if appointed at UCSC.

Discuss the vision for how one might make contributions to diversity in the future. Gather information on activities—on campus or beyond— one would like to pursue while at UCSC, and then to describe how and in what ways one might participate in these.

Some candidates may not have substantial past activities. If that is the case, an alternative is to focus on future plans in the statement.

While this is not an exhaustive list, some experience and future plans for contributions to diversity, equity, and inclusion might contain the following.

Teaching-related Contributions

  • Strategies to create inclusive and welcoming teaching environments for all underrepresented students
  • Strategies to encourage both critical thinking and respectful dialogue in the classroom
  • Developing curriculum, teaching tools, course content, and/or using new pedagogies and classroom strategies to advance equity and inclusion
  • Experience teaching, mentoring, and advising students who are first generation college students and/or underrepresented and underserved in higher education in a manner designed to reduce equity gaps
  • Equitable and inclusive mentoring, supporting the advancement and professional development of underrepresented students or postdocs

Research/Professional-related Contributions

  • Conducting research that addresses and impacts real world questions of equity, diversity, and/or inclusion
  • Research focused on underserved communities, including community-engaged scholarship
  • Collaboration with researchers who are underrepresented in one’s field as a means of bringing in new perspectives and epistemologies
  • Inclusive and respectful research and work environments

Service/Professional-related Contributions

  • Outreach activities designed to remove barriers and to increase the participation of individuals from underrepresented groups
  • Workshops and activities that help build multicultural competencies and create inclusive climates
  • Supporting student organizations that serve underrepresented groups
  • Participation with professional or scientific associations or meetings that aim to increase diversity or address the needs of underrepresented students
  • Serving on university or college committees related to equity and inclusion, or preventing sexual harassment and sexual violence


Diversity, Equity and Inclusion Statement Resources

Guidelines for Applicants (February 2018) - from the Committee on Affirmative Action and Diversity (CAAD). Now known as the Committee on Diversity, Equity, and Inclusion

UCSC Starting Rubric to Assess Candidate Contributions to Diversity, Equity, and Inclusion


APO 8-17-2023