Walt Disney once said, “Everyone falls. Getting back up is how you learn how to walk.” Diversity, Equity, Inclusion, and Belonging—DEI-B—has fallen down. It has been pushed down, but for now, we will stay with fallen down. This has happened for a host of reasons, including the perception of DEI as an “extra” rather than an essential aspect or goal of organizations, the poor execution of DEI programs, and the divisiveness of identity politics, which shifts people away from broad-based politics toward exclusive political alliances. Additionally, corporate and political shifts following the U.S. Supreme Court’s ruling against affirmative action in June 2023, as well as increased scrutiny of corporate diversity efforts in response to Presidential Executive Order 14151—“Ending Radical and Wasteful Government DEI Programs and Preferencing,” which challenges and eliminates federal-level DEI programs—have further contributed to DEI-B’s current state.
The Weaponization of DEI
The policies, practices, and advocacy of DEI have been deemed as a contributing factor in the mid-air collision of an Army Blackhawk helicopter and an American Airlines passenger jet over the Potomac River in Washington D.C. on January 29. With absolutely no proof except “common sense,” the President of the United States implied that the accident was a result of DEI (News Remarks, FOX 5 New York, January 30, 2025). A few days later, once again, DEI was deemed as the contributing factor in the crash of a Delta Airline passenger jet in Canada, which ended upside down on the runway in Toronto on February 17. Although the cause of the crash, as of this writing, has not yet been determined, some people have taken to social media to blame DEI for the incident. They pointed to Delta’s continued commitment to DEI initiatives despite blistering attacks from the White House on such initiatives (“Delta’s DEI Stance Called Out After Toronto Plane Crash”, Newsweek, February 18, 2025).
The Myth of Meritocracy
Meritocracy is a political, social, or economic system in which people are assigned to positions of power, influence, or reward solely based on their abilities and achievements and not based on their social, cultural, or economic background or irrelevant personal characteristics. Meritocracy contributes to what makes America “A City Upon a Hill”. For President Ronald Reagan, and every President after him, the phrase is a powerful articulation of American exceptionalism (How America Became “A City Upon a Hill”, by Abram Van Engen, Humanities, the National Endowment For The Humanities, Winter 2020, Volume 41, Number 1). What makes America exceptional is that our leaders, corporate CEOs, physicians, University presidents and professors, and anyone in positions of responsibility, authority, financial management, scientific research, theology, spiritual and cultural interpretation, etc., are in their positions because of merit. Their hard work, discipline, self-sacrifice, delayed gratification, education, and connections allow them to be life’s great achievers. Merit is additionally defined as being worthy, deserving of praise, or deserving of a reward (Oxford Dictionary). It means to have value. Quite simply, what is going on today, is what has gone on in our society since its beginning – some people are just thought to be more valuable than others, and there are systems in place which guarantee it. Those who are deemed valuable are also those who are deemed meritorious, and by right, should be in positions of authority and leadership. Those deemed as having less value should never be in these positions, and there is nothing that they can do that justifies them ever being so. If someone from a marginalized group or a female holds one of these positions, they, by definition, are unqualified to hold the position, and they are only there because of some program that lowered the standards and qualifications for that person.
The Racialization of DEI
Unfortunately, DEI, along with “Woke,” “Affirmative Action,” “Critical Race Theory,” “democracy” (with a small “d”), “Social Justice,” and a non-whitewashed “History of the United States,” has been racialized, and to a lesser degree, sexualized. During a recent discussion focused on DEI, Karen Hunter exposed the “Elephant in the Room”. In our country, the “Elephant” is almost always racism. She stated, “In reality, they – white folks – just don’t want you at the table!” (Karen Hunter, Urban View, Sirius Radio, January 30, 2025).
Having fallen down, how does DEI get back up and learn to walk? There are a host of reasons given as to how DEI can learn to walk. To move forward, it is crucial to avoid overreacting and remain focused on ensuring that discrimination does not eliminate gifted and talented individuals from the workforce, discourage potential customers, or negatively impact an organization’s reputation.
Staying updated on any changes affecting DEI-B is essential, as is reconsidering the language used—replacing “DEI-B” with words like diversity, equity, inclusion, belonging, unity, kindness, community engagement, and oneness to identify what resonates best within an organization.
Connecting DEI-B efforts to business outcomes, engaging in dialogue and courageous conversations, and reinforcing that DEI-B is not a threat to meritocracy are all critical steps. A truly merit-based society must be respectful of diversity, as without equity, there can be no true meritocracy.
It is important to stay the course, knowing that the majority of Americans support diversity, equity, inclusion, and belonging (Diversity Resources, Erich Tolles). As Walt Disney’s quote reminds us—and as many of us were taught growing up, especially in marginalized communities, “when you fall down, you get back up. If you are pushed down, you get back up and take care of it.” It is time for DEI to do the same.
Mackenzie Bentley, MA, LMFT, Director of Therapeutic Services at Starr Albion Prep; oversees the clinical treatment program of at risk youth ages 12-18 years of age. Mackenzie supervises master level licensed therapists who work with various populations through evidenced based practices.
A Jackson, MI native, Heather Stiltner is a Licensed Professional Counselor in the State of Michigan, in addition to being a Nationally Certified Counselor and a Certified Trauma Focused Cognitive-Behavioral Therapist. She obtained her Bachelor of Arts degree from the Spring Arbor University, majoring Business Management. Her graduate work was completed at Siena Heights University in Organizational Leadership. Additionally, she obtained a second Master’s Degree at Spring Arbor University in Masters of Counseling.
Amy Swis is a licensed Clinical Social Worker as well as a Licensed Trauma Trainer. I have been working with children, adolescents, families, and the community at large for over thirty years. I have worked internationally as a Peace Corps Volunteer and domestically as a School Social Worker, Supports Coordinator, Disability Advocate, and Youth Worker. I have worked as a School Social Worker for Airport Community Schools, Dearborn Public Schools, and Detroit Public Schools. Currently, I am a School Social Worker at Lincoln Park Public Schools. A primary focus for Lincoln Park Public Schools is a Trauma Informed and Resiliency Focused approach with students and a Self Care component for staff. Building capacity within our practice and the district is a passion in order for staff and students to lead pro-active lives. This will empower neighborhoods and the communities we serve; more specifically for marginalized citizens.< ?p>
Kim Wagner has been an occupational therapist for 26 years with 20 of them in the public school system. She also worked many years at sensory clinic and sensory camp. Kim has a master's degree in occupational therapy with a minor in early childhood development. She has also been certified in Infant Massage, Brain Gym, The Alert Self-Regulation Program, Trauma Informed Trainer (by STARR Global) and the Sensory Integration Praxis Test and Treatment. Kim currently works in Lincoln Park schools as an OT for the general education population. Kim is on the Behavior Support team and is part of the Trauma Informed Team. Kim's focus in her current position is providing regulation, sensory and trauma informed behavior support to students and teachers for a more successful educational experience.