Access – creating the necessary conditions so that individuals and organizations desiring to, and who are eligible to, use our services, facilities, programs and employment opportunities.

Diversity – psychological, physical, and social differences that occur among any and all individuals; including but not limited to race, color, ethnicity, nationality, religion, socioeconomic status, veteran status, education, marital status, language, age, gender, gender expression, gender identity, sexual orientation, mental or physical ability, genetic information and learning styles. A diverse group, community, or organization is one in which a variety of social and cultural characteristics exist.

Equity – is the guarantee of fair treatment, access, opportunity, and advancement for all students, faculty, and staff, while at the same time striving to identify and eliminate barriers that have prevented the full participation of some groups. The principle of equity acknowledges that there are historically underserved and underrepresented populations and that fairness regarding these unbalanced conditions is needed to assist equality in the provision of effective opportunities to all groups.

Inclusion – the act of creating involvement, environments and empowerment in which any individual or group can be and feel welcomed, respected, supported and valued to fully participate. An inclusive and welcoming climate with equal access to opportunities and resources embrace differences and offers respect in words and actions for all people.

Underserved students – students who do not receive equitable resources as other students in the academic pipeline. Typically, these groups of students include low-income, underrepresented racial/ethnic minorities, and first generation students as well as many others.

This resource was adapted from existing resources provided by the National Multicultural Institute, University of California-Berkeley-Diversity Terms, National Conference for Community and Justice, Oregon State University, Texas A & M University, Arizona State University – Intergroup Relations Center, and The National Center for Transgender Equality, Cleveland State University, Office of Diversity and Multicultural Affairs, Deardorff, Darla (2006) “The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States.” Journal of Studies in International Education 10:241-266, Adams, Bell and Griffin-Teaching for Diversity and Social Justice