The document provides demographic data about McGill University students in terms of gender, sexual orientation, racial/ethnic identity, indigenous identity, and disability status. Some key points include: - 60.7% of students identify as women and 37.3% identify as men. 3.4% identify as two-spirit, transgender, non-binary or intersex. - 77.1% of students identify as heterosexual/straight, while 19.2% identify as members of the 2SLGBTQ+ community. - 58.6% of students identify as white, with the next largest groups being Chinese at 16.1% and Arab at 7.1%. - 1.

1. Land acknowledgement
We acknowledge and respect the lək
̓ ʷəŋən peoples on whose traditional
territory the University of Victoria stands, and the Songhees, Esquimalt
and W
̱ SÁNEĆ peoples whose historical relationships with the land
continue to this day.

2. Take action!
Promoting diversity,
equity and inclusion
best practices for websites
#PSEWeb 2023

3. Joyce Peralta
Manager, Digital Communications
Communications and External Relations
McGill University
@theotherlondon
Andrea Clegg
Equity Education Advisor
Gender Equity and 2SLGBTQ+ Education
Office of the Provost and
Vice Principal (Academic)

4. Credit: @clinpsych_ind

5. EDI at post-secondary institutions

7. McGill University Mission Statement
and Principles
Mission
The mission of McGill University is the advancement of learning and the creation
and dissemination of knowledge, by offering the best possible education, by
carrying out research and scholarly activities judged to be excellent by the highest
international standards, and by providing service to society.
Principles
In fulfilling its mission, McGill University embraces the principles of academic
freedom, integrity, responsibility, equity, and inclusiveness.

8. Employment Equity Groups
Designated Equity Groups Definitions https://www.mcgill.ca/employ-equity/groups
Groups Federal Legislation Provincial Legislation McGill Policy
Women
Persons with Disabilities
Indigenous Peoples
Racialized people/Visible
Minorities
Ethnic Minorities
2SLGBTQIA+ People (sexual
orientation and/or gender
identity minorities)

9. 9
McGill Students – Gender
(Fall 2022)
3.4%
I identify as Two-Spirit,
transgender, non-binary,
and/or intersex
2.0%
Don’t know/
questioning
60.7%
Woman
37.3%
Man

10. 10
McGill Students – Sexual Orientation (Fall 2022)
4.3%
Don’t know/
Questioning
19.2%
I iden2fy as a member
of the 2SLGBTQ+
community
77.1%
Heterosexual/
Straight

11. 11
McGill Students – Racial / Ethnic Identity
(Fall 2022)
0.2%
4.4% Black
16.1%Chinese
58.6%
White
7.1% Arab
Filipino
5.7%
Another racial and
/or ethnic iden7ty
Unsure
4.6%
0.8%
7.3%
2.2%
2.6%
1.5%
1.2%
Latin American
Japanese
South Asian
Southeast Asian
West Asian
Korean

12. 12
McGill Students – Indigenous Iden4ty
(Fall 2022)
1.1%
Yes, I iden*fy as an
Indigenous person in
North America
98.9%
No, I do not identify
as an Indigenous
person in North
America

13. 13
McGill Students – Disability
(Fall 2022)
8.8%
Yes, I iden*fy as a
person with a
disability
91.2%
No, I do not iden*fy
as a person with a
disability

14. McGill’s EDI
strategies

16. McGill’s web
landscape
• 1000 Drupal sites + 500 non-templated sites
• 1500+ site managers and editors
• 8-10 million page views per month

17. Our digital
standards & web
governance
framework

18. Why EDI matters

20. Why is web
accessibility
important?
At McGill we aim to create an
inclusive, diverse and
accessible, campus, and
this includes our digital spaces.
Our websites must strive to
be inclusive and accessible to
all people.

21. What is web accessibility?
"Web accessibility means that websites, tools, and technologies are designed and
developed so that people with disabilities can use them. More specifically, people can:
perceive, understand, navigate, and interact with the Web, [as well as] contribute to the
Web"
- World Wide Web Consortium

22. Web accessibility at McGill 2020

23. Web accessibility at McGill 2021

24. Student journey map
project 2.0

26. EDI best practices - Objectives
1. You will acquire general knowledge of equity, diversity and inclusion (EDI) within
the McGill context
2. You will learn ways in which webpages can be created with an attention to EDI.
3. You will begin to develop skills on how to apply EDI concepts to your work in the WMS

28. Person first versus identify first
§ The venue is accessible to attendees confined to wheelchairs.
§ Professor Smith has a lot of experience working with people with
autism.

29. Outcomes and next steps
Encouraging ongoing self-study
• Our EDI panel discussion / book club
Community events
• Our events at Indigenous Awareness Weeks, Queer History Month, Black History
month
• Repeat accessibility hackathon
Supporting McGill’s Equity team

30. Equity website improvements

32. How often have you visited McGill’s Equity
website?

33. What types of information and resources would
you expect to find at that site?

34. Survey takeaways
§ Community members would like to better understand what equity means at
McGill. What are McGill goals concerning equity? What equity initiatives are in
progress?
§ Resources could be better organized
§ Site scan ability could be improved, do usability testing to better understand how
visitors feel the site should be organized, what labels to use, also reduce clutter
and chunk text.

37. Tips &
Takeaways

38. Education & outreach
1. Ensure people have a general knowledge of equity, diversity and inclusion
(EDI) within your institutional context
2. Educate people on how webpages can be created with an attention to EDI
3. Create opportunities to develop skills on how to apply EDI concepts to work

39. Inspiring action
1. Encourage continual learning and self-study
2. Provide opportunities for shared learning and interaction
3. Collaborate with Equity Team members to develop resources and organize
events
4. What actions can you take to reduce/remove barriers?

40. Creating inclusive web spaces for
under-represented students

41. Style guides
• GLAAD. n.d. Media Reference Guide – 11th Edition. Accessed April 27, 2022
• Thomas, Hanna and Anna Hirsch. A Progressive’s Style Guide: Toward Harnessing Language in
Support of Intersectionality and Cross-sector Power Building. (New York: SumOfUs, 2016)
• Université du Québec. 2021. Guide de communication inclusive: Pour des communications qui
mobilisent,transforment et ont du style!
• University of British Columbia. Indigenous Peoples: Language Guidelines. Accessed June 13, 2022.
• Younging, Gregory. 2018. Elements of Indigenous Style: A Guide for Writing By and About
Indigenous Peoples. Edmonton: Brush Education Inc.
• The 519. 2018. Media Reference Guide. Accessed April 27, 2022

42. Further Reading
• Jane Campbell and Theresa Carilli, eds. 2017. Locating Queerness in the Media. Lanham,
Maryland: Lexington Books.
• Domalge, Jay T. 2017 Academic Ableism: Disability and Higher Education. Ann Arbor:
University of Michigan Press
• Hampton, Rosalind. 2020. Black Racialization and Resistance at an Elite University. Toronto,
ON: University of Toronto Press.
• Henry, Frances et al. 2017. The Equity Myth: Racialization and Indigeneity at Canadian
Universities. Vancouver, BC: UBC Press
• Wilder, Craig Steven. 2013. Ebony and Ivy: Race, Slavery, and the Troubled History of
America’s Universities. New York: Bloomsbury Publishing.

43. Questions