SLC Equity Census

The purpose of the survey is to better understand the representation of staff, students, and faculty at SLC and people’s feelings around the value of Belonging. The survey is designed to provide data on gender, race, Indigenous status, disabilities, sexual orientation, and socio-economic status of our community. The EDI Task Force will use this information to plan student programs and services and other needs. The survey results will NOT be used other than by the EDI Task Force.

Yes, all members of SLC (students, staff, faculty, administration, both part-time and full time at all of our campuses) are being asked to answer the questions in order to obtain a complete and valid picture of the demographic profile of SLC. While participation is voluntary, we encourage you to complete this very important Census so that our data is as reliable as possible.

No, the survey will not be used in any way in grading or performance processes.  

Yes, the Ontario Human Rights Commission permits the collection of this type of data when it is used to aid the assessment or creation of programs designed to achieve equity for disadvantaged groups. 

The visible minority/racialized group categories in this Census reflect categories used by Statistics Canada to collect data. Please note that the question refers to an individual's own self-identification as a member of a visible minority/racialized group within Canadian society and not to citizenship or country of origin. However, countries of origin are used to give guidance to those responding.

I am of mixed racial ancestry.

You may check the group with which you identify most, or you may check as many groups as you feel are applicable.

I am a member of a visible minority/racialized group, but I was born in Canada or hold Canadian citizenship. 

The question is about race, not about citizenship or nationality. If you identify as a member of a visible minority/racialized group because of your race or skin colour, please select one of the available options.

I have a disability controlled by medication that is not apparent to others (e.g., diabetes or epilepsy). How should I answer the question on disability?

If you perceive yourself as a person with a disability, regardless of medication, then please select one of the available options by checking the type of disability that best describes your condition from the list provided. If you have a disability that does not appear on the list, please check "other disability".

I have more than one type of disability. How should I answer the question on the type of disability?

You may indicate that on the Census. Some people identify as having a disability because of a permanent or long-term health condition that makes it difficult for them to function in an environment that is not fully inclusive and accessible. A person’s disability may be diagnosed or not diagnosed. It may be hidden or visible. For the purposes of this survey, persons with disabilities are those who have a physical, mental, emotional/psychiatric, or learning disability, which may result in a person experiencing disadvantage or barriers. 

The Senior Advisor, EDI + Belonging, and the EDI Task Force collects the information on behalf of the College. Only the summary reports on the information collected will be published. The information will be presented in such a way that individuals cannot be identified. The Senior Advisor, EDI will analyze and report on the data and the Registrar and Human Resources will have access to aggregate data, and hiring cycles to inform about future planning. An EDI strategic recommendation report of the College-wide information and analyses will be published.

View St. Lawrence College's Freedom of Information and Protection of Privacy Policy.

Equity is a just, fair, principled approach to uphold equal treatment for all. It recognizes that while all people have the right to be treated equally, not all people experience equal access to resources, opportunities, or benefits. Achieving equality does not necessarily mean treating individuals in the same way and may require the use of specific measures to dismantle barriers. (Informed by Queen’s University Equity and Human Rights Office, 2020)

Note: At SLC, equity-seeking groups refer to communities who were historically and who are currently underserved and underrepresented. These groups include Women, Indigenous Peoples, Persons with Disabilities, Racialized Persons, Persons from diverse Gender Identities and Persons who identify as LGBTQ2S+.

Diversity refers to the unique and interrelated dimensions of human identity, which include race, ethnicity, gender, gender identity and expression, socio-economic status, nationality, citizenship, religion, sexual orientation, ability, age, family status, linguistic diversity, and marital status. Importantly, diversity also includes the unseen dimensions of identity, such as beliefs, ideologies, value systems, worldviews, traditional knowledge and lifestyles, and personal interests. Valuing diversity involves appreciating the opportunities that stem from intercultural dynamics and plurality of beliefs and values utilizing the rich resources that exist in diverse community environments (Informed by Abbotsford Community Development Council; Abbotsford Community Services, 2017).

Inclusion means that all people have the right to be respected and appreciated as valuable members of their communities. Inclusion in post-secondary education means welcoming, supporting, and resourcing all people to succeed, whether students, faculty, staff, or administrators. Inclusion in the organization means all individuals are treated fairly and respectfully, have equal access to opportunities and resources, and can contribute fully to the organization's success (Informed by Universities Canada; Talent Intelligence).

When you belong, you are accepted for the unique traits that make you different from other people, and you accept others for theirs. This means that you do not have to change or hide parts of yourself to "fit in". You can be flexible in your approach to building relationships across differences – both to be yourself and to meet others as they are. Achieving belonging must begin with inclusion and is the shared responsibility of everyone.

The members of the Task Force are considered change agents of the College. Change agents are individuals or groups that undertake the task of initiating and managing change in an organization. Change agents can be internal, such as managers or employees who are appointed to oversee the change process. In many innovative-driven companies, managers and employees alike are being trained to develop the needed skills to oversee change (Tschirky, 2011). Change agents also can be external, such as consultants from outside the organization.

The term "racialized people" includes all people of colour, sometimes referred to as racial or visible minorities in Canada and the United States, who are not White or Caucasian. For example, Chinese, Black, and Filipino people would be considered to be racialized people in Canada.

LGBTQ2S+ is an acronym used for people who identify as Two-Spirit, Lesbian, Gay, Bisexual, Pansexual, Trans, Gender Independent Non-Binary, and Queer. The plus sign acknowledges the many sexual and gender minority people who don't see themselves in the umbrella acronym and prefer other identity terms such as pansexual, gender-free, or intersex.

First Nations, Inuit, and Métis Peoples in Canada, referred to as Indigenous Peoples, in North America are the original inhabitants on the lands now called Canada and the United States. Aboriginal Peoples is a term established by the Canadian federal government to refer to diverse Indigenous Peoples in Canada and is in the Canadian constitution. However, at SLC, the preferred term is Indigenous Peoples, and this includes First Nations, Inuit, and Métis Peoples (status and non-status) in Canada and the United States.

For the purposes of the listening tours and the SLC Equity Census, a woman means a person who identifies as a woman, including transgender women and cisgender women.

For the purposes of the listening tours and the SLC Equity Census, persons with disabilities include those who may experience disadvantage or barriers to the classroom or employment as a result of long term, chronic or episodic physical, mental/emotional, psychiatric, or learning disabilities. It should also be noted that the social model of disability recognizes that disability is not created by any medical or physical condition, but rather by societal barriers.

An ally is someone who makes the commitment and effort to recognize their privilege (based on gender, class, race, sexual identity, etc.) and work in solidarity with oppressed groups in the struggle for justice. Allies understand that it is in their own interest to end all forms of oppression, even those from which they may benefit in concrete ways.

This term is used to describe someone who does not identify as having a disability. Some members of the disability community oppose its use because it implies that all people with disabilities lack "able bodies" or the ability to use their bodies well. They may prefer "non-disabled" or "enabled" as being more accurate.