Learners’ Archetypes in Diversity, Equity & Inclusion (DEI)
DEI work is like the spider web — perplexing, baffling, but also fascinating and captivating. It is a spider web that symbolizes the infinite possibility of creation, as well as the complexity of our lives. To make sense of this spider web, we must understand the interconnectivity and find integration therein.
At its core, DEI is a tangle of structural issues. Most of us go through our lives selectively and blindly with our cultural biases, often reinforcing norms and systems that disadvantage marginalized communities.
Hence, to move the DEI needle forward, we need to unlearn what we have learned.
In my classes, Ichallenge the students to discover their areas of ignorance. Grounding DEI topics requires exploring our intent, highlighting the value of individual/collective action, and becoming aware of the positive impact. To create a psychologically safe space, I present “ deliver positive impact, assume positive intent” as a ground-rule. Given the overwhelming scope of the topics, I highlight the importance of patience, humanism, hope, grit, courage, empathy, and persistence. This view centralizes humanity and foregrounds the ‘human experience’ with all of its complexity and messiness.
And “ ay, there is the rub!”- for it is precisely because of the diversity of human experience that I have witnessed myriad ways of seeing, believing, and learning DEI. Mapped along the dimensions of intent (attitude) and impact (action), I have found at least eight archetypes of learners. Each of them is unique in how they a) perceive and react to DEI concepts, b) interact with others, and c) ideate their impact. Let me first explain the two dimensions along which I have conceptualized the learners’ archetypes:
Intent (attitude): It is personal and denotes the purpose with which we may approach DEI. It is not visible. However, it may manifest itself in our attitudes and our approach towards learning. There is a variation along this dimension from committed, care, neutral, weary, unbelieving, indifferent to apathy. We could be devoted to DEI, stay apathetic, be indifferent, become fatigued, lack hope, care a little, or maybe care a lot. The intent (and our attitude) influences our actions, learning, attention, or lack thereof.
Impact (actions): It signifies the actions we take in advancing the DEI knowledge and work. Unlike the intent, the impact is more visible and also tangible. However, much like intent, the impact may vary- from lack of awareness, enhancing individual awareness, learning for self, promoting collective understanding (educating/ supporting others), learning by doing (activism), and contributing to the social (other) well-being. Because these are archetypes with an emphasis on learning, I focus on the positive impact only.
Archetype A (The Unstirred):
This type of learner is apathetic towards DEI concepts, hence is not concerned with enhancing individual or collective awareness. Their attitude depicts, “I know better. I am not listening.” We need to push them out of their comfort zone and promote greater awareness through careful facilitation that incorporates cognitive and emotional agendas.
Archetype B (The Defensive):
This type of learner is indifferent and doesn’t actively concern themselves with increasing their awareness. Their attitude depicts, “Why am I here? DEI is not an issue.” We need to stoke their empathy, make a compelling case and provide concrete examples of (for example) oppression and the daily visibility/invisibility of privilege.
Archetype C (The Eager):
This type of learner cares and is an early supporter of other marginalized voices. They are aware of their ignorance and seek to gain access and knowledge. They are eager participants in the discussions and engage with the topics actively. Their attitude depicts, “I don’t know much, but I want to learn.” We need to present a variety of topics to enhance their knowledge. Mapping out a personal development plan will also be helpful for their growth.
Archetype D (The Engaged):
This type of learner is committed to DEI work and wants to learn more by doing more, predominantly for collective awareness to educate/support others. Their purpose is to do better and make it better. Working on an action plan will motivate them. We can use the fundamentals of ‘humanism’ to influence their views, actions, strategies, and goals.
Archetype E (The Social Activist):
This type of learner is deeply committed to DEI. They are social activists with a passion for equity. Since they are usually learning at a run pace, they may show frustration with those crawling or walking. Hence, to keep them engaged in the discussions, we need to help them fully understand DEI learners’ diversity and become aware of the collective impact’s power.
Archetype F (The Skeptic):
They want to push forward but may appear unbelieving (in the moment) because their experiences have left them genuinely frustrated with the way DEI is managed. They are skeptical that progress can be made. Hope and authenticity of actions can move them. We need to show them that we see value in their questions and desire for structural change.
Archetype G (The Distanced):
They are weary and possibly burnout. They remain distanced to manage their feelings about a variety of DEI concepts quietly. While giving them the space to manage their emotions is essential, we also need to figure out what matters most to them and communicate how working together can make a difference. We need to earn their trust and make sure the discussions don’t retraumatize them.
Archetype H (The Fighter):
This learner is committed to non-complacency and stands up to the problems of oppression, racism, and privilege. They understand that the complexity of DEI relationships may never be completely knowable. They listen, pay attention, and participate with humility to heal individual dignity, respect, and societal well-being. We can influence and engage them to develop others in their organizations and communities to bring about a structural social change.
These archetypes are neither exhaustive nor a reductionist attempt to address the immense complexity of DEI learners. Instead, I present them as broad categories with the caveat that there are multiple permutations across them. I recognize the paradoxes of these archetypes and tensions across them.
Despite being distinct in their needs and experiences, these archetypes are neither stand-alone nor linear but connected in the spider web. Lack of awareness of the difference between the eight archetypes can lead to frustration, anger, and angst all around. It is also important to note that these archetypes are not fixed but fluid since they represent our life’s journey. As learners gain new insights, plan actions, and shift mindsets, they may progress from one archetype to another.
The real challenge is to understand each archetype to address their needs individually and even collectively as a group, particularly since they are simultaneously present within organizations.
For example, in an unconscious bias training, how do you manage Archetype C, who is beginning to increase their awareness, along with Archetype G, who is burdened by the weight of several generations of inequities and racism? How do you facilitate discussions pairing up Archetype D (the engaged) with Archetype F (the skeptic) or Archetype B (the defensive) and Archetype H (the fighter)? At the same time, you have to skillfully tap the different types of energy produced by each archetype- such as enthusiasm for new learning shared by C, D, and H; and the critical questions posed by archetypes E, F, and G to motivate each other but also to educate A and B. You have to demonstrate authenticity and hope and earn their trust to keep archetypes F & G inspired.
A historical lens is valuable in understanding the inherent tensions across these archetypes. To make a more profound societal impact, heal, and repair centuries of damage, we must pay attention to the interconnections across these archetypes.
I realize this is not an easy solution. It requires sustaining everyone’s attention, learning to become comfortable with the uncomfortable, recontextualizing, and reorienting ourselves to a different frame of reference. If we ground our intent and impact within humanism (emphasizing individual dignity, respect, and social well-being), integration becomes much more realistic.
Hence, a facilitator’s real test is to push these learners (and even themselves) out of their respective comfort zones with authenticity, humility, and enthusiasm for positive impact.
This blog describes only one slice of the mind-boggling messiness of the DEI spider web. There are many more to discuss and explore.
In many cultures, spiders signify patience, persistence, and constant permutations — for example, the indigenous view spiders as a wise entity that guides illumination. Thus, to move the DEI needle forward, we must become the spider with its infinite possibility of creation and reweave new patterns of living, leading, organizing, and learning. As Rumi, the 13th-century poet and mystic wrote:
We must become ignorant
of what we’ve been taught,
and be, instead, bewildered.
Dec 27, 2020(Published: Jan 5, 2021)
Author’s note: Through the bewilderment of my experiences, I am learning to interact with the diversity I describe above. I strive to learn from my mistakes. This blog represents my first attempt to summarize the DEI learners. I am open to challenging my assumptions and revisiting these archetypes in my future work. I am thankful to Christian List, Christine Costello, Zoe King, Mia Caliendo, and Jason Smith for their valuable feedback. All errors are mine.
This article has emerged from the “Humanizing Initiative,” which seeks to humanize leaders and organizations to cultivate humanistic leadership. For more information, please refer to https://www.humanizinginitiative.com
Originally published at https://shaistakhilji.medium.com on January 5, 2021.
