Creating Programs for Historically Marginalized Communities
Published: 03 Mar 2025
Reading Time: 3 minutes
Now more than ever, it is critical to amplify and uplift the experiences of underrepresented communities as we navigate an evolving world. Whether facing a shifting political landscape, adapting to rapidly evolving technology, or addressing conflicts both major and minor across the globe, a common thread emerges: varying degrees of understanding. Establishing a strong foundation requires creating spaces that acknowledge the origins of these communities to better inform the present and foster positive, actionable change for the future. With this understanding, we must establish general guidelines for creating programs that effectively support historically marginalized communities.
The first step in creating such spaces involves data collection, both quantitative and qualitative. This data establishes a foundation for the values, goals, and perspectives that will shape specific programs. Quantitative data may encompass a wide range of areas, including but not limited to job information (e.g., salary ranges, prominent industries), educational data (e.g., average level of education, highest degrees attained), and health-related statistics (e.g., life expectancy, leading causes of death). Once this quantitative foundation is established, it can be augmented with qualitative data gathered through focus groups and surveys. While quantitative data provides numerical insights, qualitative data offers the contextual understanding behind those numbers. Combined with documented artifacts specific to a group’s anthropological origins, this approach often guides the practice of developing effective initiatives. Examples include designing specific programs based on data findings, forming strategic collaborations with local organizations, and implementing professional development opportunities through the lens of these marginalized communities.
As we build upon the foundation established through data collection, we must ground ourselves in the concept of equity-mindedness. Equity-mindedness, as defined by Estela Mara Bensimon, refers to the conscious awareness and commitment of educators and institutional leaders to identify and address racial and systemic inequities in higher education. It involves a critical examination of policies, practices, and personal biases to create more inclusive and just educational environments (Bensimon, 2007). Expanding on this concept, Bensimon outlines key principles of equity-mindedness:
- Recognizing Systemic Inequities – Acknowledging that disparities in student outcomes stem from institutional policies and practices rather than student deficits.
- Taking Institutional Responsibility – Moving beyond blaming students for inequities and instead evaluating how institutions contribute to these disparities.
- Being Race-Conscious – Understanding the role of race and racism in shaping educational experiences and outcomes.
- Using Data for Equity – Analyzing disaggregated data to identify inequities and drive change.
- Practicing Critical Self-Reflection – Continuously examining one’s own biases and assumptions in decision-making and teaching practices (Bensimon, Dowd, & Witham, 2016).
Understanding the difference between equity—providing people with the tools necessary to be successful—and equality—providing everyone with the same resources—is critical in establishing programmatic values that prioritize equitable outcomes.
Above all else, program components must originate from within, ensuring that the perspectives of marginalized communities remain central throughout the process. In their article Culture-Centered Processes of Community Organizing in COVID-19 Response: Notes From Kerala and Aotearoa New Zealand, Mohan J. Dutta and colleagues emphasize the importance of centering cultural contexts in community organizing: “The culture-centered approach (CCA) foregrounds the organizing role of communities at the ‘margins of the margins’ of the globe as the spaces for identifying the structural challenges to health and well-being and for co-creating community-anchored solutions to these challenges” (Dutta et al., 2020). This underscores the necessity of integrating cultural perspectives when designing community programs to address systemic issues and develop solutions rooted in lived experiences. To effectively advocate for marginalized communities, it is essential that their voices remain at the forefront of policy and program development.
In conclusion, creating programs for historically marginalized communities requires a foundation rooted in data collection, an equity-minded approach, and a commitment to cultural-centeredness. By combining quantitative and qualitative research, institutions can develop informed and impactful initiatives that address systemic inequities. Equity-mindedness, as outlined by Estela Mara Bensimon, provides a framework for recognizing and addressing disparities, ensuring that policies and practices foster inclusion rather than perpetuate barriers. Furthermore, centering the voices and lived experiences of marginalized communities is essential for sustainable and meaningful change. As we navigate an evolving social and political landscape, prioritizing these principles ensures that programming is not only responsive but also transformative, empowering communities to drive their own advocacy and solutions.
References:
- Bensimon, E. M. (2007). The underestimated significance of practitioner knowledge in the scholarship on student success. The Review of Higher Education, 30(4), 441–469. https://doi.org/10.1353/rhe.2007.0032
- Bensimon, E. M., Dowd, A. C., & Witham, K. (2016). Five principles for enacting equity by design. Association of American Colleges & Universities, 19(1), 1–8.
- Dutta, M. J., et al. (2020). Culture-centered processes of community organizing in COVID-19 response: Notes from Kerala and Aotearoa New Zealand.
