Promoting diversity, creating inclusion: How are progressive graduate theological schools measuring up?

Diversity invites us to explore and reflect on the multidimensional and intersectional identities we claim (for example: race, ethnicity, language, national origin, class, cultural and gender identities and expression, sexual orientation, socioeconomic status, age, disabilities, familial status, religious and political beliefs or other ideologies, and experiences) and how they impact our lives. Some individuals within our society struggle to understand, tolerate, embrace and celebrate the varied dimensions of diversity within other human beings. This may impede the progress of inclusivity even in institutions that value inclusivity. Institutions of higher education including graduate theological schools have not been exempt from facing this challenge historically and in the present. Even student groups, historically marginalized and underserved within higher education, experience discrimination and feelings of isolation at graduate theological schools deemed progressive and deeply committed to diversity and striving to create inclusive campus environments. This qualitative research study, with a phenomenological approach, examines the experiences of three progressive graduate theological schools accredited by the Association of Theological Schools in the United States: Colgate Rochester Crozer Divinity School, Episcopal Divinity School, and Howard University School of Divinity, in addressing the growing edges and successes of their diversity and inclusion efforts. This study explores gaps between the institutions commitment to diversity and inclusion, praxis, and students lived experiences; answering the most intriguing question: How are progressive graduate theological schools, deeply committed to diversity and striving to create inclusive campus environments, measuring up