The Missing Piece in DEI Research: Unlocking the Potential of Underrepresented Individuals in the Workplace

Abstract

DEI research has largely focused on barriers and inequities faced by marginalized groups, while overlooking the unique strengths and contributions individuals from underrepresented backgrounds bring to organizations. This deficit framing risks portraying diverse employees primarily through their struggles, weakening both the moral and instrumental foundations of DEI. Morally, it frames marginalized groups as deficient and places unequal psychological burdens on them, while instrumentally, it prevents organizations from fully leveraging their potential contributions. Insights from multicultural education, such as asset-based learning, culturally relevant pedagogy, and funds of knowledge, illustrate the value of treating underrepresented backgrounds as strengths that enrich collective learning. Further, evidence from mindset intervention research shows that reframing stigmatized identities as assets can enhance motivation, well-being, and engagement among marginalized students. Extending these insights to organizations, strengths-based approaches can illuminate how identities such as motherhood, immigration, or refugee status foster resilience, adaptability, and relational skills. Organizations can further integrate these perspectives into workplace practices through leadership training and Employee Resource Groups. By moving beyond deficit models, DEI initiatives can more effectively recognize, honor, and leverage diversity as a driver of equity, inclusion, and organizational success.