Embedding equity and inclusion in universities through motivational theory and community‐based conservation approaches

Abstract

Despite widespread plans to embed justice, equity, decolonization, indigenization, and inclusion (JEDII) into universities, progress toward deeper, systemic change is slow. Given that many community‐based conservation (CBC) scholars have experience creating enduring social change in diverse communities, they have transferable skills that could help embed JEDII in universities. We synthesized the literature from CBC and examined it through the lens of self‐determination theory to help identify generalizable approaches to create resilient sociocultural change toward JEDII in universities. Fostering autonomous motivation (i.e., behaving because one truly values and identifies with the behavior or finds behavior inherently satisfying) is critical to inspiring enduring change in both CBC and JEDII. Based on theory and our examination of CBC, we provide 5 broad recommendations that helped motivate behavioral change in a way that was self‐sustained (i.e., even without external rewards or pressure). Guiding principles support autonomy by creating meaningful choice and different entry points for JEDII; prioritising relationships; designing payment programs that enhance autonomous motivation; developing meaningful educational opportunities that are relevant, timely, relational, and authentic; and creating institutional change by focusing efforts on critical moments.

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