1. Measuring Equity, Diversity and Inclusion in the Research Ecosystem
Heather Dryburgh
CASRAI ReConnect 2018
Ottawa
May 24, 2018

2. Presentation outline Existing data sources, concepts and indicators
What do we know about equity, diversity and inclusion (EDI)?
What do we know about EDI among university professors and students?
Challenges and futures directions
What are the current issues related to EDI measurement ?
Moving forward

3. Existing data sources, concepts and indicators

4. Examples of existing data sources on Equity, Diversity and Inclusion
Administrative Files
Examples :
Immigrant landing file
Temporary resident file
Indian Register
Census Data Program
Examples:
Census of Population, 2016
Surveys
Full-time University and College Academic Staff System (UCASS)
Aboriginal Peoples Survey (APS)
Canadian Disability Survey (CSD)
Labour Force Survey (LFS)
General Social Survey (GSS)

5. Four Employment Equity Groups
Women
Persons with disabilities
Aboriginal peoples
Visible minorities

6. Women are the majority of university students but a minority of professors
Women make up 56.8% of university students, but 44.1% of university professors
Source: Census of Population, 2016.

7. Science and tech fields (with the exception of biology) have the lowest representation of women, as both professors and young graduates
Source: Census of Population, 2016.

8. The growth of STEM and non-STEM faculty size has been primarily driven by female professors
Federal budget reduction in 1994:
transfers to provinces reduced
STEM
Several large colleges given university status
Female
Source: University and College Academic Staff System

9. Persons with disabilities: Different Concepts, Different Measures
Medical model
Disability is a diagnosed condition, functional health issue resulting in a damaged body.
Does not recognize the role of the person’s environment
Social model
Disability is a limitation of daily activities impacting one’s participation and inclusion in society
Recognizes the role of environment and social factors

10. Persons with disabilities: data source
Two-step approach
Step 1 : 2016 Census
The census question on « Activities of Daily Living » will be used to identify people who are likely to have a disability.
Step 2 : 2017 Canadian Survey on Disability
A more detailed follow-up survey will identify and provide information for persons living with disabilities in Canada.

11. One in seven Canadians aged 15 or older have a disability
In 2012, 14% (~3.8 million) of the Canadian population aged 15 or older reported being limited in their daily activities due to a disability
Only long-term conditions or difficulties in carrying out certain daily activities that have lasted or are expected to last for six months or more were considered.

12. Global severity class is associated with highest educational attainment%
Source: Statistics Canada, Canadian Survey On Disability, 2012.

13. Aboriginal : Concepts and Legal Definitions
Ancestry
Aboriginal
Identity
Legal Definitions
Registered or Treaty
Indian Status
Membership in a First Nation
/Indian Band

14. Aboriginal : Statistics from 2016 Census

15. First Nations people, Métis and Inuit are underrepresented among university students, and even more so among professors
Source: Census of Population, 2016.

16. Diversity: concepts measured in the census
Immigration and citizenship
Immigrant status : Canadian citizens by birth, immigrants, non-permanent resident
Admission category : refugee, economic immigrants, etc
Year/Period of immigration
Age at immigration
Country of citizenship
Place of birth
Place of birth of person/parents
Generation status
Ethnic origin/ancestry
Visible minority
Language
Mother tongue
Language spoken at home or at work
Knowledge of languages
Religion

17. In 2016, more than one in five persons (21
In 2016, more than one in five persons (21.9%) were foreign born and came to Canada through the immigration process. This proportion could reach 3 in 10 in 2036.
Sources: Statistics Canada, Census of Population, 1871 to 2006, 2016; National Household Survey, 2011; Immigration and Diversity: Population Projections for Canada and its Regions, 2011 to 2036 (reference scenario).

18. The majority (61. 8%) of recent immigrants were born in Asia
The majority (61.8%) of recent immigrants were born in Asia. For the first time, Africa accounts for the second largest source continent of recent immigrants
Distribution of recent immigrants in Canada
by region of birth, 1971 to 2016
Top 10 countries of birth of
recent immigrants in Canada, 2016
Source: Statistics Canada, Census of Population, 2016
Note: "Recent immigrants" refers to immigrants who first obtained their landed immigrant or permanent resident status in Canada in the five years prior to a given census.
Sources: Statistics Canada, Census of Population, 1971 to 2006, 2016; National Household Survey, 2011.

19. In 2016, almost half of the foreign-born population is from Asia (including the Middle East)
Distribution of foreign-born population,
by region of birth, Canada, 1871 to 2036
Sources: Statistics Canada, Census of Population, 1871 to 2006, 2016; National Household Survey, 2011; Immigration and Diversity: Population Projections for Canada and its Regions, 2011 to 2036 (reference scenario).

20. More than one in five Canadians are a visible minority
The Employment Equity Act defines visible minorities as "persons, other than Aboriginal peoples, who are non-Caucasian in race or non-white in colour".
Projected
Sources: Statistics Canada, Census of Population, 1981 to 2006, 2016; National Household Survey, 2011; Immigration and Diversity: Population Projections for Canada and its Regions, 2011 to 2036 (reference scenario).

21. South Asian, Chinese and Black are the three largest visible minority groups in Canada
Sources: Statistics Canada, Census of Population, 2006, 2016.

22. Visible minorities make up more than 1 in 3 students, compared with about 1 in 5 university professors
Source: Statistics Canada, Census of Population, 2016.

23. Challenges and future directions

24. Challenges related to concepts
We want to ensure that the concepts and the data remain relevant and accurate in light of societal changes and preserve, as much as possible, comparability over time.
Some of these challenges could be addressed by the 2018 Census qualitative testing and the 2019 Census quantitative testing

25. Challenges related to concepts and indicators
Are the actual concepts sufficient to measure diversity and inclusion?
Should we considered other indicators of equity and diversity?
How to define diversity?
Population heterogeneity?
Proportion of the population belonging
to specific groups?
Number self-identifying for certain questions
(e.g. ethnic origins or languages)?
Number of multiple answers to certain questions?
How to define inclusion? Which indicators?
These challenges could be addressed by the new Centre for Gender, Diversity and Inclusion

26. Linkage projects to leverage existing data sources
Survey
Administrative file
Census
Administrative file
Census

27. Future direction for UCASS
Enhancing content
Develop capacities to measure workload
Include colleges
Collect additional data to inform on equity and diversity
Make progress on the collection of part-time data
Consultations underway to identify strategies for data acquisition
Challenges:
Concerns over the quality, interpretability and definitions
Difficult to collect from administrative systems
Quantifying part-time work (producing fulltime equivalent)
Pilot test colleges and universities – develop demonstration model

28. THANK YOU! For more information, please visit
#StatCan100

29. Use of DSQ Filters for Post-Censal Survey
Step 1: Filter Questions on Census
Eligible for CSD Sample
Screened in/Identifies persons likely to have disability
Step 2: Screeners
Sometimes, Often, or Always
For 2017 Canadian Survey on Disability (post-censal survey) the sample frame is comprised of respondents to the 2016 Census of Population. These respondents reported having difficulty Sometimes, Often, or Always with any of the following:
seeing,
hearing,
mobility,
learning, remembering cognitive,
mental health.
These are the DSQ filters. They were put on the Census for the first time in These filters are more inclusive than the previous set of filter questions used on the 2011 NHS enabling greater coverage of persons with disabillities than ever before.
An answer of Sometimes, Often, or Always to any filter question makes the person eligible to be selected for the CSD. Persons selected for the CSD get asked all the DSQ screeners to identify if they have a disability, what type and the severity.
If has a disability – Type & Severity

30. The Aboriginal Group Question

31. Registered or Treaty Indian Status

32. Membership in an Indian Band or First Nation

33. Ethnic origin question

34. Population group question
The primary purpose of the population group question is to derive counts for the visible minority population. Visible minority refers to whether a person belongs to a visible minority group as defined by the Employment Equity Act and, if so, the visible minority group to which the person belongs. The Employment Equity Act defines visible minorities as 'persons, other than Aboriginal peoples, who are non-Caucasian in race or non-white in colour.' Categories in the visible minority variable include South Asian, Chinese, Black, Filipino, Latin American, Arab, Southeast Asian, West Asian, Korean, Japanese, Visible minority, n.i.e. ('n.i.e.' means 'not included elsewhere'), Multiple visible minorities and Not a visible minority.
The population group question is also used to produce the population group variable. The population group variable includes data on groups such as White, South Asian, Chinese, Black, etc., generally mirroring the response categories used in the population group question on the questionnaire. It also includes a number of multiple-response categories such as 'White and South Asian' and 'White and Latin American,' that are counted differently in the visible minority variable.
Persons who indicate that they are First Nations, Métis or Inuit on the question on Aboriginal group are classified as “Not a visible minority” in the visible minority variable and as "Aboriginal peoples" in the population group variable. Even though these respondents are not required to answer the population group question, they are included in the visible minority and population group variables so that these variables reflect the entire Canadian population.