Surreal illustration of a diverse group on a stage, masked, blending into a white audience, symbolizing performative diversity.

Decoding Diversity: How 'Inclusion' Can Mask Racism in Academia

Reese Marlowe in Culture & Society June 2025 • 4 min read.

"Is your university's diversity initiative truly inclusive, or just a performance? Unmasking the hidden biases in academic culture."

In today's academic landscape, the term 'diversity' is ubiquitous. Universities tout their commitment to inclusion, yet beneath the surface, a more complex and troubling reality often persists. The concept of diversity, while seemingly benign, can sometimes serve as a smokescreen, obscuring the underlying structures of power and privilege that continue to marginalize academics of color.

Sadhvi Dar's research, drawing on critical race theory and literary analysis, delves into this paradox. Her work highlights how diversity initiatives, rather than dismantling systemic inequalities, can inadvertently reinforce them by demanding assimilation and silencing dissenting voices. Inspired by Ben Jonson's Jacobean masque, 'The Masque of Blackness,' Dar's analysis uncovers the subtle yet pervasive ways in which the pursuit of diversity can become a performance, one that requires academics of color to navigate a complex terrain of expectations and biases.

This article will explore how the seemingly positive push for diversity can mask deeper issues of racism and exclusion, drawing on Dar's insights and contemporary examples to illuminate the challenges faced by academics of color in predominantly white institutions.

The Performance of Assimilation

Surreal illustration of a diverse group on a stage, masked, blending into a white audience, symbolizing performative diversity.

Dar's work exposes the ways in which academics of color are often pressured to assimilate into white academic culture. This assimilation can take many forms, from adopting certain styles of communication and research methodologies to downplaying one's own cultural background and experiences. The pressure to conform can be particularly acute for Black and Brown scholars, who may find themselves navigating a double bind: they are expected to be both diverse and 'likeable', authentic and palatable.

This pressure to assimilate is not always overt. It can manifest in subtle microaggressions, such as being asked to explain one's research to white colleagues, having one's expertise questioned, or being excluded from informal networks and opportunities. Over time, these microaggressions can take a significant toll, leading to feelings of isolation, burnout, and a sense of being perpetually 'othered'.

Microaggressions: Subtle yet damaging expressions of bias.
Tokenism: Inclusion efforts lacking genuine representation.
Assimilation Pressure: Expectation to conform to dominant cultural norms.
Exclusionary Practices: Systemic barriers hindering equal opportunities.

One of the most insidious aspects of this performance of assimilation is that it can be self-perpetuating. Academics of color who succeed in navigating white academic culture may be held up as examples of 'diversity success stories,' further reinforcing the idea that assimilation is the key to advancement. This can create a climate of competition and division, making it difficult for academics of color to unite and challenge the systemic inequalities they face.

Beyond Performance: Towards Authentic Inclusion

The challenge, then, is to move beyond performative diversity and create truly inclusive academic spaces. This requires a fundamental shift in mindset, one that recognizes the inherent value of diverse perspectives and experiences. It also requires a willingness to confront uncomfortable truths about power, privilege, and systemic inequality. Universities must move beyond surface-level initiatives and invest in meaningful change, such as diversifying faculty and leadership, reforming curricula to include diverse voices and perspectives, and creating support systems for academics of color. Only then can we hope to create academic spaces where all scholars can thrive, regardless of their background or identity.

About this Article -

This article was crafted using a human-AI hybrid and collaborative approach. AI assisted our team with initial drafting, research insights, identifying key questions, and image generation. Our human editors guided topic selection, defined the angle, structured the content, ensured factual accuracy and relevance, refined the tone, and conducted thorough editing to deliver helpful, high-quality information.See our About page for more information.

This article is based on research published under:

DOI-LINK: 10.1177/1350508418805280, Alternate LINK

Title: The Masque Of Blackness: Or, Performing Assimilation In The White Academe

Subject: Management of Technology and Innovation

Journal: Organization

Publisher: SAGE Publications

Authors: Sadhvi Dar

Published: 2018-11-09

Everything You Need To Know

How can diversity initiatives in universities inadvertently perpetuate racism and exclusion, as highlighted by Sadhvi Dar's research?

In academic environments, the term 'diversity' is often used to represent inclusion and equity. However, this pursuit can sometimes mask underlying issues of racism and exclusion. Sadhvi Dar's research, inspired by 'The Masque of Blackness,' reveals how diversity initiatives can inadvertently reinforce systemic inequalities, demanding assimilation from academics of color instead of dismantling biases. This can lead to a superficial performance of diversity, rather than genuine inclusion.

What does 'assimilation pressure' mean for academics of color, and how does it manifest in predominantly white academic settings?

Assimilation pressure in academia refers to the expectation for academics of color to conform to the dominant white academic culture. This can involve adopting specific communication styles, research methodologies, and downplaying one's cultural background. This pressure often manifests through subtle microaggressions like having one's expertise questioned or being excluded from informal networks, leading to isolation and burnout. The demand for assimilation creates a double bind, requiring academics of color to be both diverse and palatable, authentic yet 'likeable'.

What are microaggressions, and what kind of impact can microaggressions have on academics of color in universities?

Microaggressions are subtle, often unintentional, expressions of bias that can significantly impact academics of color. These can include questioning someone's expertise, excluding them from informal networks, or constantly asking them to explain their research. While seemingly minor, these microaggressions accumulate over time, leading to feelings of isolation, burnout, and a sense of being perpetually 'othered'. Addressing microaggressions requires creating awareness and accountability within academic institutions.

What fundamental changes are needed to move beyond 'performative diversity' and create truly inclusive academic spaces?

Moving beyond performative diversity involves creating truly inclusive academic spaces through fundamental changes in mindset and actions. This includes recognizing the inherent value of diverse perspectives, confronting uncomfortable truths about power and privilege, diversifying faculty and leadership, reforming curricula to include diverse voices, and establishing robust support systems for academics of color. Shifting from tokenism to authentic representation and dismantling exclusionary practices are essential steps toward fostering an environment where all scholars can thrive, regardless of their background or identity.

What is 'tokenism' in the context of diversity initiatives, and what are the steps needed to overcome tokenism?

Tokenism refers to inclusion efforts that lack genuine representation and meaningful impact. In academia, this often manifests as universities showcasing a few academics of color without addressing the underlying systemic issues that perpetuate inequality. Tokenism can create a superficial appearance of diversity while failing to provide equitable opportunities and support for all scholars. Overcoming tokenism requires a commitment to diversifying faculty and leadership, reforming curricula, and creating inclusive support systems.