ComSoc Equity Framework

Equity is both a principle and a process that promotes equality of opportunity and fair conditions for all persons to participate in society fully. Equity recognizes the inherent dignity and equal and inalienable rights of all members of the human family. Still, it acknowledges that due to historical and ongoing oppression, not all persons experience equal access to opportunities and benefits. Equity acknowledges the unique needs and experiences of individuals and groups in society. It promotes active measures to eliminate barriers and level the playing field so that all persons can thrive and take full advantage of opportunities and benefits. As a process, equity may require treating individuals or groups differently to achieve fairness.

The Smith Commerce Society remains dedicated to closing the equity gap in the Commerce program by providing resources and support for students that are marginalized by institutional, structural, and/or interpersonal levels of discrimination. By creating a framework for all commerce student-groups to access for guidance, the Smith Commerce Society intends to encourage equal opportunity and enhance the student experience within the Smith School of Business, to ensure that students feel supported and empowered to come as they are.

Recognizing that there is no one-size-fits-all approach to addressing matters of inequity and that a singular course of action is not beneficial, the Commerce Society emphasizes the need for a multifaceted framework that embraces the uniqueness of each student’s identity and experience. An inclusive atmosphere allows for a richer diversity of perspectives and experiences within student-group activities, ultimately enhancing the overall learning and growth opportunities for all individuals. By valuing each person’s unique background and identities, student-groups can create more meaningful connections, drive impactful initiatives, encourage innovation and collaboration, and foster a stronger sense of community among students.

The Smith Commerce Society acknowledges the barriers to participation that historically underprivileged groups experience. To confront such barriers, the following equity-seeking groups are identified for priority:

In naming these specific equity priority groups, we acknowledge that these communities are, by no means, mutually exclusive. Students may self-identify as belonging to more than one equity-deserving group, as well as outside of the communities listed below.

Indigenous Peoples

These are individuals who self-identify as First Nations, Métis, and/or Inuit peoples. Indigenous Peoples are distinct from the Westernized societies in which they live.

2SLGBTQIAP+ Community

These are individuals who self-identify as lesbian, gay, bisexual, transgender, transsexual, queer, questioning, intersex, asexual, and/or pansexual.

Racialized Persons/Visible Minority

“Racialized Persons/Visible Minority” encompasses persons, other than Indigenous Peoples, who are non-Caucasian in race or non-white in colour.

Persons with Disabilities

This term references all individuals with a disability, including those who have long-term sensory, physical, mental, or intellectual impairments

First-Generation Student

These are, usually, individuals whose parent(s), guardian(s), or caregiver(s) did not complete a four-year postsecondary degree in or outside of Canada or the U.S. Additionally, this can include individuals who are or were youth in care.

Newcomer to Canada

These individuals are born outside of Canada and have recently arrived in Canada or have been in Canada for a short period of time.

Woman-Identifying Persons

These individuals identify and express themselves as a woman.

Student with Financial Need/Assistance

These are individuals whose economic circumstances require financial support to meet the costs associated with their academic endeavors.

Please consider the following points when promoting and advertising your event to ensure it is accessible and inclusive for all students:

• Ensure that the event is promoted and advertised broadly (ie. ComSoc Shop, email, social media platforms) and in a manner that includes students from underrepresented communities by collaborating with other clubs to promote events.

• Ensure that promotion and advertising occur far enough in advance to allow any requested accommodations to be comfortably and thoroughly implemented.

• Provide space on your registration form or on the event notice for people to identify their accommodations or special needs. Consider including one of the following statements in all of your event announcements:

  • (Student group name) is committed to accessibility for persons with disabilities. Please contact us if you have any particular accessibility requirements (please include your telephone number and email address).

  • If you require an accessibility-related measure (e.g.: sign language interpretation, captioning, accessible parking, specific dietary requirements, or any other accessibility-related measure) please contact (name, phone number, email address, etc.).

• On promotional and advertising materials, include a request that attendees refrain from wearing perfumes and scented soaps to prevent causing allergic reactions for other attendees.

• When preparing any websites, emails, hardcopy mail outs, posters and all other promotional materials, the following basic accessibility principles should be followed:

  • Use 14 point or larger (text size). The recommended font is a sans serif font such as Arial. Fancy, small or italic scripts are not accessible.

  • Use high contrast colours – For example, simple use of dark text on a light background is preferred.

  • Do not embed essential information, including the name, date, time and location of the event and the accessibility statement described above, in a graphic. Graphics often cannot be ‘read’ by a screen reader being used by a person with a visual disability.

• If film or video materials are being used on the website to advertise the event, ideally, they should be captioned.

• Include the promotional material with clear information on how to get to the event, including both a map and text instructions.

• Use inclusive language in promotional materials

Please reflect on the following points when planning events to ensure that your event is accessible and inclusive for all students:

Before the Event

• Consider how early mornings and late evenings may be inconvenient for students. Consider holding online events with contrasting time zones to accommodate students who are not in Eastern Standard Time (EST).

• Consider the size of the venue and be liberal in assessing the space required to accommodate individuals with accessibility needs (ex. wheelchairs, scooters, and other mobility devices).

• Consider the airflow, lighting, and acoustics of the venue for individuals with sensitivities

• Consider the number of accessibility parking spots at the venue and the availability of transportation methods for persons with disabilities.

• Consider the availability and accessibility of public transportation and that it is within a reasonable distance from the venue.

• Consider wheelchair access to the main entrance of the venue or post signage showing an alternate entrance for individuals with mobility implications.

• Consider communicating to corporate sponsors that the value proposition is to lower delegate fees to attract more diverse talent.

• Consider making financial resources easily accessible for students.

  • Seek ways, such as looking internally or externally, to lower the financial burden of an event for students.

• If food is to be served at the event, consider collecting dietary practices of the attendees to take into account allergies, sensitivities, and restrictions.

• If appropriate, consider requesting for sponsor representation to be as diverse as possible

• For virtual events, consider the following:

• Provide instructions for event platform navigation. Include any relevant links or PDF to the invitation or confirmation email that will help attendees access the platform.

• Consider hosting a pre-event training session on the platform to team members and/or attendees.

• Consider whether the event platform is suitable for your audience and if it is accessible for a broad range of students.

• Ensure the platform has easily accessible tools/add-ons such as closed captioning, text-to-speech functions, apps, etc.

• Ensure alternative participation methods such as dialing-in by phone.

Event Site

• Accessible emergency exits for individuals with sensory and accessibility disabilities.

• Spaces without chairs should be evenly distributed throughout the event venue for persons using mobility devices. Such tables should be of appropriate height.

• Seating at the front should be reserved for individuals with hearing/vision difficulties

• Consider wide aisles and accessible washrooms within a reasonable distance.

• Consider placing any materials/food in areas that are easily accessible to all attendees

• Gender-neutral bathrooms are preferred.

• Ensure that all automatic door openers are activated prior to the event.

• Ensure any visuals are clear on different screen sizes.

Programming

• Include a thoughtful, personal, and meaningful land acknowledgement that recognizes the ongoing impact of colonialism.

  • Consider inviting Indigenous guests and voices as speakers

• Include personal pronouns on the name tages of delegates and speakers (if they are comfortable doing so). State pronouns whenever possible during introductions.

• Have a diverse range of speakers representative of various backgrounds, genders, experiences, races, and languages.

• Ask speakers to be mindful of language and ensure that inclusive language is used throughout the event.

• Provide a sign-language translation if requested by an event attendee.

• Consider including closed-captions on all videos used.

• Trigger warnings should be written on promotional material and said by presenters beforehand if flashing lights or content surrounding sensitive subjects are presented.

• If difficult, upsetting, sensitive, or triggering subjects are presented, ensure that there is professional support available, a designated team member available, and that attendees know how to access this support.

• Consider explicitly providing an option to not participate in each activity.

• Consider compensating individuals who provide service for the event (ex. performers).

• Follow timing and breaks as outlined in the event program.

• Consider power dynamics at the event. Identify whose voices are being heard, whether the power distribution presented represents society, and who has power at the event.

• Ensure that participants are encouraged to make any necessary adjustments to their environment and engage in a way most comfortable to them.

• If music is played, ensure that it is appropriate for the audience.

Catering

• Accommodate the dietary practices of the attendees and take into account common allergies and sensitivities, including gluten, peanut, and lactose allergies.

• Clearly label all catering options, such as including the common dietary restrictions, requests, and allergens.

• Provide drinkable water for attendees (preferably in a reusable form, ex. pitchers).

• Ensure the availability of non-alcoholic drinks.

Post the Event

• Consider sending a survey to all attendees that is accessible and can be completed anonymously

• Consider asking attendees about topics such as the event’s EDII integration, quality of services, quality of events, accommodation process, ease of participation, and so on.

• Consider following up with volunteers, staff, speakers, and facilitators as well for their experience and feedback.

• Ensure feedback is circulated to all relevant parties and incorporated into future events.

• Consider providing materials, such as a recording or slides, for those unable to attend or wish to revisit the event.

Internal

• Provide team members with ongoing EDII training and learning opportunities.

• Seek and incorporate feedback when generating ideas or planning for future programming

• Take, understand, and remedy mistakes with grace and thoughtfulness.

External

• Consider partnering/building meaningful and ongoing relationships with diverse communities, clubs, and/or organizations who can speak to the interests of various EDII groups in and aid in planning future programming.

• Consider establishing a mentorship program to increase engagement and support personal development opportunities.

Additional resources are listed below for more information on how to create an environment where everyone has a full and enriching student experience

• https://www.queensu.ca/equity/accessibility/accessibility-hub

• https://equity.ubc.ca/resources/accessible-events/

• https://www.sfu.ca/ceremonies/toolkit/edi-checklist/

• https://telfer.uottawa.ca/en/about/equity-diversity-and-inclusion-at-telfer/edi-events-guide/

• https://torontoartscouncil.org/reports-and-resources/toronto-arts-council-equity-framework/equity-priority-policy