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Bridging the Gap: Tackling Racial Disparities in Instructional Design

In an age where educational technology is rapidly evolving and becoming more integrated into every aspect of learning, ensuring racial equity is essential. The fields of instructional design (ID) and learning and development (L&D) are responsible for shaping educational experiences that are accessible, equitable, and effective for diverse groups. However, the persistence of racial disparities, both in the field of ID itself and in the educational products it creates, remains a significant challenge. These disparities manifest in a variety of ways, from a lack of racial representation in the industry to biased content and the systemic exclusion of marginalized voices.

Alt text: Smiling Black person raising hand at a training session. Caption reads: "Psychological safety enables people to participate fully in a learning and training environment where they are comfortable and supported to contribute their ideas, experiences and concerns. This feeds into a positive culture of knowledge and innovation for everyone.” -Ann Allcock, Head of Diversity, Marshall E-Learning Consultancy

The Problem: Racial Disparities in Instructional Design and Technology

ID is the backbone of modern education. Whether in K-12, higher education, or corporate settings, the tools and strategies used in these fields directly impact the experiences and outcomes of learners. Yet, racial disparities persist both within the profession and in the educational experiences it creates. These disparities are far-reaching, influencing hiring practices, content development, access to resources, and outcomes for students.

Disparities in the Workforce

A significant issue in the ID sector is the lack of racial diversity in the workforce. This underrepresentation has direct consequences for the kinds of content produced, the approaches to pedagogy and technology, and the inclusivity of learning environments. If people of color are not in decision-making roles within these industries, the systems and content created may unintentionally perpetuate racial biases, leading to inequitable educational experiences.

Racial Bias in Content and Curriculum Design

Even when IDs and technologists are committed to creating equitable learning environments, the materials and content they produce can still carry the weight of implicit bias. For example, curriculum developers may create educational materials that unintentionally exclude the experiences, history, and contributions of racial minorities. These omissions perpetuate a narrow and incomplete worldview that fails to recognize the full breadth of human diversity.

Furthermore, algorithms used in eLearning platforms or automated grading systems can unintentionally reproduce racial biases that disadvantage students of color. Research has shown that artificial intelligence (AI) and machine learning (ML) technologies can perpetuate biased outcomes, either by failing to account for different cultural contexts or by replicating prejudices embedded in historical data. IDs working with these technologies must be particularly vigilant to avoid perpetuating inequities.

Disparities in Access to Technology

While eLearning has become a dominant mode of instruction, not all students have equal access to the necessary tools, such as high-speed internet, personal computers, or even the training required to effectively use technology. This digital divide disproportionately impacts low-income and minority communities, making it difficult for these students to fully engage with educational opportunities.
IDs have an ethical responsibility to create content that is accessible to all learners, regardless of their socioeconomic status. However, this can be complicated by the digital divide, which requires designers to be particularly sensitive to the diverse technological needs of students from different racial and economic backgrounds.

Computer programmer working on three monitors. Caption reads: "Even when developers don’t intend for it to happen, their inherent biases can be coded into a product, whether through flawed algorithms, historically biased datasets or biases of the developers themselves." -Javeria Salman, The Hechinger Report

Sensitivities and Ethical Considerations in Instructional Design and Technology

IDs operate within a broader societal context shaped by historical and ongoing racial inequalities. Given this context, there are several key sensitivities and ethical considerations that IDs must keep in mind as they work to promote racial equity.

Cultural Sensitivity and Inclusivity

Cultural sensitivity is one of the most pressing concerns when it comes to addressing racial disparities in ID. Educational content should reflect the cultural realities and lived experiences of all learners. This involves not only representing diverse racial and ethnic groups in educational materials but also portraying their perspectives accurately and respectfully.

IDs must be proactive in collaborating with educators, cultural experts, and communities to ensure that the content is culturally relevant and inclusive. This can include diverse representation in case studies, narratives, and visuals, as well as offering content in multiple languages or dialects to accommodate students speaking non-native languages. Cultural sensitivity extends to instructional methods, with designers considering how diverse groups may learn best, given their unique cultural contexts.

Addressing Implicit Bias

Implicit bias is another critical area to address in the quest for equity. Research suggests that everyone carries unconscious biases, including IDs. These biases can influence decisions about curriculum design, the selection of content, and assessments. For example, designers might unintentionally create content that favors certain cultural or racial norms, while overlooking others. They might also be influenced by stereotypes when selecting case studies, characters, or examples for their instructional materials.

To mitigate these biases, IDs need to be thoroughly trained in diversity and inclusion practices. This includes learning how to recognize and counteract their own biases, as well as how to assess content for equity and inclusivity. A systematic review of instructional content for racial and cultural bias is essential to ensure course materials are fair and representative of all students.

Ethical Use of Technology

The importance of ethically using technology in ID and education cannot be overstated. When working with emerging technologies such as AI, ML, and data analytics, IDs must ensure they use these tools to promote equity rather than perpetuate existing disparities. Designers must question the algorithms that power educational technologies, ensuring that they are not unintentionally reinforcing racial biases. For example, if using an AI system to provide personalized learning experiences, designers must ensure that the system is equally effective for students of all races and cultural backgrounds.

Moreover, educational technologies must be accessible to learners with disabilities and those who face challenges in accessing technology. This is particularly important for students from low-income communities, who may not have access to the latest devices or reliable internet connections. Equity must be part of the design process, with designers considering both the content and the medium through which it is delivered.

Smiling person of color wearing a head covering, sitting in an easy chair and holding a microphone. Caption reads: "In order to create programs and development opportunities that accelerate opportunities for nonwhite employees, we need representation within L&D that bring perspectives we might not otherwise have. That means featuring not only BIPOC, but also more women and LGBTQ speakers at conferences and webinars." -Matthew J. Daniel, Sr. Principal for Talent Strategy, Guild Education

Best Approaches to Promote Equity in Instructional Design and Technology

For greater equity in ID, it is necessary to adopt a multi-faceted approach. This includes diversifying the workforce, rethinking content design, leveraging technology in equitable ways, and creating a culture of inclusion within the industry.

1. Diversifying the Workforce

A diverse workforce is crucial to ensuring that ID and technology are more equitable. Organizations should prioritize recruitment efforts to hire people from underrepresented racial and ethnic groups. This not only provides opportunities for individuals from marginalized communities but also ensures that the perspectives of these groups are better represented in the design process. Creating a more diverse and inclusive workplace can also involve providing mentorship and career development opportunities for racial minorities, as well as fostering an environment where all employees feel empowered to contribute their unique perspectives.

2. Redesigning Content and Pedagogy. 

IDs must be intentional about creating content that is diverse, inclusive, and reflective of the full spectrum of human experiences. This involves reviewing and revising existing materials to ensure they accurately represent people of different races, ethnicities, and cultural backgrounds. Content should also be free from racial stereotypes and bias. Additionally, instructional strategies should be culturally responsive. Research has shown that diverse students benefit from instructional methods that acknowledge and incorporate their cultural backgrounds. For example, using storytelling or experiential learning techniques that are culturally relevant can be more engaging and effective for students from different racial backgrounds.

3. Equitable Technology Use. 

The equitable use of technology is fundamental to addressing racial disparities in ID. Designers must ensure that the technologies they create and use are accessible to all learners, regardless of their race, ethnicity, or socio-economic status. This includes designing for low-tech environments, providing multiple ways for learners to engage with content, and ensuring that platforms are accessible to students with disabilities. It is also essential to scrutinize the algorithms and data models used in educational technologies to ensure that they are not reinforcing racial biases. IDs should advocate for transparency and accountability in the development and implementation of educational technologies.

4. Continuous Education and Reflection. 

Finally, it is crucial for IDs to engage in ongoing education and reflection regarding issues of race, equity, and inclusion. This means regularly attending professional development opportunities that address diversity, equity, and inclusion, as well as engaging in self-reflection to identify and address any biases or assumptions that may influence their work. Collaboration with colleagues and communities of color is also a valuable way to ensure that instructional materials are inclusive and representative of diverse perspectives. This can lead to more culturally responsive teaching practices and ultimately better learning outcomes for all students.

Real-World Scenarios: The Impact of Racial Disparities in Instructional Design and Technology

To fully understand the implications of racial disparities in ID and technology, it is crucial to examine real-world scenarios where individuals either suffer due to these inequities or thrive when solutions are put in place. These stories illustrate the complex nature of the problem, how it manifests, and how individuals and organizations can make a meaningful impact by addressing these disparities.

First Scenario: The Struggle of a Black Female Instructional Designer in Higher Education
Black woman with neutral expression working at a laptop in a room with white men. Caption reads: Name: Maya . Job: Instructional Designer at a Major University. Location: Ohio. What Went Wrong: Maya, a highly skilled Black instructional designer, felt isolated in a predominantly white department. Her contributions were undervalued, and she faced microaggressions, such as her ideas being ignored until repeated by white colleagues. Course materials lacked cultural representation, particularly in general education courses. When Maya proposed more diverse content, she met resistance, with colleagues arguing that current materials were "neutral" and that change might "alienate" students. Outcomes: Feeling unsupported, Maya left the position after two years. The absence of diverse perspectives in ID led to narrow, biased course content. Both minority staff and students suffered from a lack of representation and inclusivity in the curriculum. This scenario underscores the consequences of underrepresentation in ID and its impact on educational quality and inclusivity. This scenario highlights the problem of underrepresentation in the ID field and the negative impact on not only minority staff but also the students they serve. When diverse voices are excluded from the design process, educational content risks perpetuating narrow perspectives and biases.”
 
Second Scenario: The Success of an Inclusive Learning Platform Designed for Diverse Learners

Smiling Hispanic man surrounded by diverse smiling employees. Caption reads: "Name: Dr. Javier Ruiz. Job: CEO & Founder of an EdTech Startup. Location: California. What Went Right: Dr. Ruiz, a Latino entrepreneur from a low-income immigrant family, recognized inequities in education. He founded an EdTech startup focused on personalized learning platforms for underrepresented students. His platform used AI and machine learning to adapt to different learning styles, cultural backgrounds, and language needs. The platform was designed for accessibility, ensuring compatibility with various devices and internet speeds. Development involved educators, community leaders, and students from diverse backgrounds through surveys, focus groups, and user testing. His company recruited a diverse team, including IDs, software developers, and cultural experts. Outcomes: The platform gained traction in underserved schools and districts. Black, Latino, and Indigenous students reported improved academic outcomes and increased engagement. The company partnered with major educational organizations, expanding its reach. Dr. Ruiz’s story illustrates how, when diversity and inclusion are at the heart of the ID process, technology can be leveraged to break down barriers and create a more equitable educational experience. By directly involving communities in the development process and ensuring that technology is accessible and culturally responsive, his company was able to address disparities and create positive outcomes for marginalized students.”

 
Third Scenario: The Challenges Faced by a Visually Impaired Black Student in an Online Learning Environment

Smiling Hispanic man surrounded by diverse smiling employees. Caption reads: "Name: Dr. Javier Ruiz. Job: CEO & Founder of an EdTech Startup. Location: California. What Went Right: Dr. Ruiz, a Latino entrepreneur from a low-income immigrant family, recognized inequities in education. He founded an EdTech startup focused on personalized learning platforms for underrepresented students. His platform used AI and machine learning to adapt to different learning styles, cultural backgrounds, and language needs. The platform was designed for accessibility, ensuring compatibility with various devices and internet speeds. Development involved educators, community leaders, and students from diverse backgrounds through surveys, focus groups, and user testing. His company recruited a diverse team, including IDs, software developers, and cultural experts. Outcomes: The platform gained traction in underserved schools and districts. Black, Latino, and Indigenous students reported improved academic outcomes and increased engagement. The company partnered with major educational organizations, expanding its reach. Dr. Ruiz’s story illustrates how, when diversity and inclusion are at the heart of the ID process, technology can be leveraged to break down barriers and create a more equitable educational experience. By directly involving communities in the development process and ensuring that technology is accessible and culturally responsive, his company was able to address disparities and create positive outcomes for marginalized students.”

 
Fourth Scenario: The Impact of a School District’s Commitment to Inclusive Curriculum Design

Smiling Black woman talking with diverse children in an elementary school classroom. Caption reads: “Name: Angela Simmons. Job: School District Curriculum Coordinator. Location: North Carolina. What Went Right: Angela, an African American curriculum coordinator, led an initiative to diversify the K-12 curriculum in her district. She identified gaps in representation, where history lessons focused on European perspectives and literature lacked diversity. She assembled a team of teachers, IDs, and cultural consultants to revise course materials. The updated curriculum included works from Black, Latinx, and Indigenous authors and included inclusive lessons. Teachers received training in culturally responsive teaching methods to improve student engagement. The district ensured equitable access to learning materials, providing offline resources and school technology for students without internet access. Outcomes: Students reported feeling more engaged and connected to their education. Teachers improved classroom dynamics and relationships with students through culturally responsive teaching. Student achievement, particularly among students of color, increased significantly. The initiative became a model for other districts in the region. This scenario emphasizes the need for IDs and technologists to create learning environments that are not only inclusive in terms of racial representation but also designed to be accessible to students with disabilities. It also highlights the importance of ensuring that students' experiences are validated through content that speaks to their history and culture.”

Final Thoughts

Addressing racial disparities and promoting equity in ID and technology is a complex but necessary endeavor. By diversifying the workforce, redesigning content and pedagogy, leveraging technology in inclusive ways, and fostering a culture of continuous learning and reflection, we can move toward a more equitable future in education. It is a task that requires the commitment and dedication of all stakeholders, from IDs to technologists, educators, and policymakers.

Our real-world scenarios demonstrate the multifaceted nature of racial disparities in ID and technology. Each story highlights how inequities can manifest in different contexts. At the same time, they show the power of intentional efforts to address these disparities through diverse representation, cultural responsiveness, equitable access to technology, and the inclusion of marginalized voices in decision-making processes.

Using the best practices and scenarios we’ve shared here, IDs can take concrete steps to create more equitable and inclusive learning environments for all students. Only through collective effort can we ensure that educational opportunities are truly accessible and equitable for learners of all racial and ethnic backgrounds.

 

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Finding the Perfect Fit: What to Look for in an Instructional Design Partner

 

Resources

Allcock, Ann. “Weaving diversity and inclusion into learning and development.” LinkedIn. 1/12/23. Accessed 2/4/25. https://www.linkedin.com/pulse/weaving-diversity-inclusion-learning-development-ann-allcock

Daniel, Matthew J. “L&D has a racial inequity problem.” Chief Learning Officer. 2/27/21. Accessed 2/4/25. https://www.chieflearningofficer.com/2021/02/27/ld-has-a-racial-inequity-problem

Harrington, Sharon E. “Can Bias Derail Your Learning Design and Facilitation?” ATD. 5/10/23. Accessed 2/4/25. https://www.td.org/content/atd-blog/can-bias-derail-your-learning-design-and-facilitation

Salman, Javeria. “How ed tech can worsen racial inequality.” The Hechinger Report. 3/3/23. Accessed 2/4/25. https://hechingerreport.org/how-edtech-can-worsen-racial-inequality

Thompson, Jennifer Leone. “Is There Inherent Bias In Instructional Design? eLearning Industry. 3/3/23. Accessed 2/4/25. https://elearningindustry.com/is-there-inherent-bias-in-instructional-design

Tulsiani, Dr. Ravinder. “Diversity, Equity, and Inclusion (DEI) in Learning and Development.” eLearning Industry. 10/11/24. Accessed 2/5/25. https://elearningindustry.com/diversity-equity-and-inclusion-dei-in-learning-and-development

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