Equal opportunities, Equality and Equity

Karin Grasenick | 23.03.2023

Equality aims to create a level playing field where everyone has an equal chance to succeed and thrive (for example to receive the same payment for the same the right to vote. Equality and Equal treatment thereby do not refer to differences in social and economic resources or cognitive skills that will impact to what extent an individual can make use of equal rights or be legally granted access to educational and professional opportunities.

Equity refers to attempts to counteract inequalities that are ingrained in societal structures, underlying cultural biases, or gatekeeper interests (Secada W., 1989). This may involve additional support to ensure that everyone has an equal chance to succeed and participate fully in society, regardless of their background or circumstances. Distributing resources should be based on an analysis of the various reasons for inequality and individual needs.  When unequal conditions and the discriminatory effects of biases and structural barriers are identified, measures to counteract them can be derived. Equity raises thereby difficult-to-answer questions:

• What is identified as an inequality and how should resources be distributed accordingly? In academia resources might be dedicated for example, to offer bridging courses to overcome knowledge gaps due to inequalities in the education system, or resources might be dedicated offer individualized services for students and researchers with disabilities. If headcounts are not the appropriate approach and gender intersects with many additional variables of relevance – to which extent should inequalities be counteracted on project level?
• How does equity relate to the request for scientific “excellence” which refers to striving for outstanding performance? Should resources mainly be dedicated for those who are identified as achieving the best academic results? To which extend can RI projects create an inclusive environment if success is measured on individual scientific excellence?
• To which extent can framework conditions that contributed to academic results be considered when distributing resources? For example, part time vs. full time contract, health, or family obligations? Who should share how much of income and wealth to enable this redistribution?