Emily Carr University’s 2023 Equity, Diversity and Inclusion Survey Results

Emily Carr University’s 2023 Equity, Diversity and Inclusion Survey marks our community’s first effort to collect institution-wide data on both the demographic makeup of the community and community members’ experiences. The survey, conducted in September and October 2023, was open to all students, faculty and staff members. Participation in the survey was voluntary.

ECU initiated this survey with three primary objectives:

1. understanding community demographics and representation across different groups,
2. pinpointing obstacles to meaningful inclusion within the university, and
3. formulating strategies and initiatives that are informed by the acquired data to nurture a more inclusive environment.

This report is a direct response to the first two objectives, and it will be the guideline for the third objective to be achieved through further planning.

The survey was completed by 501 people. This sample includes 20% of all regular and non-regular faculty, 39% of all CUPE and excluded staff, and 11% of all undergraduate and graduate students. Within the survey respondents, all three of these campus community groups perceive ECU to be most successful at promoting inclusivity for people with marginalized genders and sexual orientations, and least successful at supporting people with lower job statuses and economic classes. Amongst the data, there are many examples of what ECU is doing well and where there are opportunities for improvement in supporting a greater sense of belonging for our community members.

The results of the survey suggest that it is not unusual for students and also for staff to experience financial insecurity, including inadequate access to food. Rates of food insecurity are higher among groups that commonly experience inequity, people with disabilities or chronic illnesses, people who are Indigenous and people who identify as transgender, 2SLGBTQIA+ or non-binary.

Additionally, trans students feel less included than cisgender students and have notably less positive perceptions of conditions at ECU. Students with disability and accommodation needs would also benefit from further support, as would students who speak English as an additional language. However, students who identify as racialized, as 2SLGBTQIA+, as women, and as first-generation immigrants all report similar levels of inclusivity as their peers.

Within faculty and staff, first-generation immigrants, people who identify as having a disability, people who have accommodation needs, and staff who are 2SLGBTQIA+ tend to have less-positive experiences and perceptions of ECU. Racialized staff and faculty, and part-time staff, would also benefit from further support in increasing their sense of belonging.

This information gathered from the data set will guide the campus leadership alongside the university’s broader strategic planning and will support ECU to embark on new initiatives specifically targeting the needs of our diverse community groups, and procedures and policies serving them. Regularly repeating similar data collection activities can further inform us if these projects are working and guide us to refine them accordingly.

View the full report

We acknowledge the support of the Natural Sciences and Engineering Research Council of Canada (NSERC)