EDI - Do Students Grasp its Meaning?

As a concept, EDI (Equality, Diversity and Inclusion) carries a lot of weight, even though it may be a contested concept: equality between whom; what sort of diversity; who might not be included? Within this, there is a lot of constructive discourse, but also questions over where priorities should lie. What is often forgotten as we strive to apply EDI is the extent to which our students comprehend the concept and the thinking behind the concept. Academic institutions are keen to promote their plans for enhancing diversity, or promoting equality and inclusivity. Yet this is very much a parental, top-down approach. This paper will explore student perceptions of EDI, and the extent to which it diverges from conventional interpretations, as well as the more unconventional. It will assess the extent to which student perceptions and those promoted by academic institutions digress, or even if there is an awareness of EDI. Within the student body, it may be interesting to note the diversity of opinions in terms of gender, ethnicity, etc.