Alright, let’s discuss diversity, equity, and inclusion—a topic that has become explosively divisive. And yes, the irony of that is not lost on me.

Let me be clear: I deeply value diversity. Genuine diversity—of thought, culture, gender, and experience—is not just important, it’s vital. It enhances decision-making, strengthens teams, and creates organizations that are resilient and adaptable. Having hosted exchange students from various cultures and religions, I’ve come to truly appreciate the richness and insights that come from embracing different perspectives.

If two people bring the same qualifications, experience, and dedication, they should be treated equally. Discrepancies in pay or opportunity based on gender, race, or age are real problems that need to be addressed, examined, and corrected. However, equity shouldn’t mean giving everyone the same treatment without considering their starting point. That’s where it gets tricky.

This brings me to our schools. While equity is woven into our strategic plans and policies, here’s the issue: it’s not clearly defined. When the foundation of our educational system rests on vague and poorly articulated concepts, the result is often inequity. For instance, is placing all students of about the same age in the same reading or math classes genuinely equitable when their foundational knowledge varies dramatically? A student reading at a third-grade level in high school is set up for failure in a grade-level class—they won’t be able to engage with the material they need to succeed. On the other hand, students performing at grade level are also shortchanged. The curriculum becomes watered down, leading them to disengage, become bored, or even disruptive. In trying to serve everyone equally, we end up serving no one well.

This isn’t equity for anyone. And our data reflects this. According to the latest state data, we’re seeing widening disparities between students, with over 20% of students not graduating in 2023. On top of that, there are stark differences in performance between schools. Take as one example; Mankato East consistently underperforms compared to Mankato West across all subjects:

Mankato East High School

Math: 30.2% proficiency
Reading: 57.9% proficiency
Science: 44.2% proficiency

Mankato West High School

Math: 48.6% proficiency
Reading: 70.7% proficiency
Science: 54.4% proficiency

If we keep using the word “equity” without clarity or meaningful action, the disparities will only widen, as individual needs are ignored in the name of so-called “equity.”

Now, let’s turn to DEI—diversity, equity, and inclusion. As I said, I value these concepts deeply. But DEI programs, officers, and curricula, while well-intentioned, often fail to embed and champion these values truly. From what I’ve gathered in speaking to teachers and students, these initiatives can sometimes deepen the divisions they aim to heal. Too often, they feel more like fads than sustainable solutions, shutting down open, honest conversations when we need them most.

Yes, we need to be aware of cultural bias and continue examining our decisions to ensure we’re not limiting ourselves or others based on race, gender, or background. But DEI, as it is currently structured, too often misses the mark. It doesn’t foster the type of deep, cultural change it promises.

The best way forward is not to rely on more programs and bureaucracy. It’s to champion these values in our daily conversations, encourage individual learning, and trust our educators to lead by example. We must provide adequate training and resources. However, we also need to give our teachers and administrators the trust and autonomy to cultivate these principles naturally—without the heavy hand of overcomplicated policies that do little more than confuse and divide.

Let’s err on the side of clarity, honesty, and trust. And then, we’ll get the results we’ve been discussing for so long.

Thanks,

ElizaBeth Hanke

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