Understanding, Addressing, and Overcoming Exclusion

Exclusion is pervasive, manifesting in every society, club, and organisation, and can present itself in various ways – visible or subtle, direct or indirect. Its impact is far-reaching, not only affecting individuals, but also families, teams, organisations, and society at large. To comprehend exclusion and its ramifications, it's imperative to explore its definition, manifestations, and the profound effects it has on individuals and the broader social fabric.

One can not change what remains unseen.

The Fundamental Concept of Exclusion:

Exclusion manifests through two primary forms:

1. Interpersonal exclusion: Excluding someone based on individual differences or;
2. Intergroup exclusion: Excluding a group based on (ascribed) differences between one group and the other.

The complexity of why exclusion occurs within our societies and organisations is illuminated through the exploration of a familiar concept—bias.

Categorisation and bias

Within mere milliseconds of encountering someone, our brains engage in a rapid internal categorisation process, determining whether the person belongs to one of our social groups or falls outside of them. For example, when meeting someone for the first time, we primarily rely on three visual pieces of information for categorisation: age, gender, and ethnicity?(In children, the primary pieces of information used for categorisation are a bit different, namely gender, age, and language -Messick and Mackie, "Intergroup relations" 1989). We assign a certain value to each category and our first impression is already taking form. This automatic process is an evolutionary outcome, serving the purpose of quick grouping, ordering, and judging – distinguishing between friend or foe, eat or be eaten.

Categorisation is therefore intricately linked with our "us" thinking, and the existence of "us" inevitably implies the existence of a "them." ?"Them" represents the notion of being different, diverging from a certain norm. However, the definition of "us" varies based on the situation we are in (context), and what binds us can encompass entities such as a team, class, department, organisation, country, culture, belief, gender, sexual orientation, social class, political colour, age, or origin.

Even in scenarios where we strive to perceive everyone as equal and ignore differences, children continue to encounter disparities in their day-to-day lives. The reality is that the most significant population groups within a country or community, along with the prevailing characteristics and norms from the dominant culture, exert a substantial influence on the development of individuals subjected to such judgments. Exclusion often results from an accumulation of reactions, behaviours, and decisions of the group or team, or from those in power.

To give you an example of how this works, non-verbal cues during social interactions can enable the leaking and spreading of social bias, starting from early childhood. Children as young as three or four can show gender bias and by age six or seven girls often gravitate away from games that they are told require being really, really smart. Discrimination based on skin colour arrives around the age of five or six, sometimes even around the age of four (Perszyk a.o. 2019). This shows both implicit and explicit bias in young children, which oftentimes results in some form of exclusionary practice. This shows us that inherent inequalities are deeply entrenched in the structures of organisations and society and are passed on from one generation to the next and necessitate structural interventions that go beyond individual attitudes.

While we may not be accountable for the design of the structures of the organisations or systems we find ourselves in, we do bear the responsibility of acknowledging the impact they have had on our current systems and taking active steps to address and rectify them.

Forms of Exclusion:

There are two main forms of exclusion, permeating different aspects of life, from professional settings to leisure activities:

1. Complete exclusion: When someone who deviates from a certain norm that has been set is excluded from participating entirely.
2. Relative exclusion: If one is unable or unwilling to meet the set norm(s), they are confronted with negative consequences like social isolation, barriers to participation, unfair treatment, and physical or verbal violence.

Relative exclusion is the most common form of exclusion and barriers to access organisations or progress in a career are often most evident in decision-making echelons, affecting women, ethnic minorities, those near the poverty line, people with disabilities, the elderly, sexual minorities (Collins & Kay, 2003).

All forms of exclusion can be economic, cultural, social, or even behavioural, impacting individuals and entire communities. It is in ambiguous interactions and situations that some form of exclusion is most likely to occur. This phenomenon is called plausible deniability (Cox and Devine 2014, Dovidio and Gaertner 2000) and has proven to require an even more sustainable approach to counter its occurrence.

In simple terms, exclusion occurs when someone wants to participate and cannot, is hindered in the desire to achieve a goal, is disadvantaged during their pursuit or penalised for reachin their goal. This could come in the form of fewer opportunities offered, lower pay, bullying, or lack of support structures.

Over half of people with ASS (60%), people with dyspraxia (55%) and people with dyscalculia (53%) reported that other people in their workplace behave in a way that excludes neurodivergent colleagues. While neurotypical people only scored 29% on that same question (Institute of Leadership and Management 2020).

Impact of Exclusion:

The consequences of exclusion are profound, affecting individuals psychologically, emotionally, physically, and socially. From low self-esteem and anxiety to loneliness and stress-related health issues, the repercussions are extensive. Exclusion not only influences personal well-being but also hampers productivity and strains relationships.

Important to note, however, is even if you are not subjected to exclusionary behaviour yourself, the simple fact of witnessing exclusionary practices, can already impact your emotional well-being negatively (Sunwolf & Leets, 2004), which means that there is a direct negative effect on the victim but also a snowball effect on all who witness that act of exclusion.

Low Self-Esteem: Repeated exclusion can lead to a significant decrease in self-esteem. When someone feels consistently rejected or not valued, it can take a toll on their self-worth.

Anxiety and Depression: Experiencing exclusion can contribute to feelings of anxiety and depression. The fear of rejection and the emotional pain associated with exclusion can have a lasting impact on mental health.

Identity Formation: Exclusion can influence the development of one's identity. Children and adolescents may struggle to form a positive sense of self when faced with persistent rejection or exclusion.

Internalising Stereotypes: Individuals who experience exclusion may internalise negative stereotypes and beliefs about themselves. This can lead to a distorted self-image and reinforce harmful narratives.

Lowered productivity: High levels of stress due to exposure to the exclusion or through fear of exclusion, negatively impact the ability to acquire new knowledge or to process information thus impacting the productivity levels.

Loneliness: Exclusion often leads to feelings of loneliness and isolation. The emotional pain of being left out or rejected by peers can be overwhelming.

Anger and Resentment: Individuals who experience exclusion may harbour feelings of anger and resentment toward those who contributed to their exclusion. These emotions can affect future social interactions and relationships.

Stress-Related Health Issues: Chronic stress resulting from social exclusion can contribute to various health issues, including headaches, digestive problems, and sleep disturbances. The physiological toll of exclusion should not be underestimated (Van der Verken 2020).

Withdrawal: Individuals who have experienced exclusion may withdraw from social interactions or career opportunities as a protective mechanism. The fear of rejection may make it challenging to form new connections, career progression or participate in group activities.

Impact on Relationships: Exclusion can strain existing relationships and make it difficult to trust others. Individuals who have been excluded may struggle to form healthy connections with peers and authority figures.

Addressing Exclusion:

Creating an inclusive environment demands intentional efforts. Strategies to address and prevent exclusion include promoting diversity and inclusion, fostering inclusive language, encouraging open dialogue, diverse representation, educational initiatives, and inclusive policies and practices. By integrating these strategies, organisations can contribute to a positive and enriching environment for all.

Celebrate Differences: Emphasise the value of diversity within the community. Encourage each other to appreciate and celebrate each other's differences, whether they relate to gender, ethnicity, abilities, or backgrounds.

Inclusive Language: Foster a culture of inclusivity through the use of language. Avoid language that perpetuates stereotypes or excludes certain groups. Everyone in the workforce should be mindful of their words and actions. Also, take time to create shared language around important concepts related to DEIB.

Dialogue and Feedback: Establish open channels of communication between departments, team members and leadership. Encourage everyone to express their concerns and provide feedback on their experiences. Addressing issues promptly can prevent the escalation of conflicts. Just don't forget that dialogue can't exist without active listening!

Diverse Representation: Showcase diversity in events, promotional materials, and leadership roles. Ensure that individuals from various backgrounds are represented and celebrated.

Inclusive Initiatives: Implement initiatives that specifically promote inclusion, such as workshops, awareness campaigns, and community-building activities.

Build related skillsets: Provide everyone with training to raise awareness about unconscious biases and stereotypes. Understanding the impact of biases is crucial for creating an inclusive environment. Then build their inclusive competency by focusing on various social-emotional skills that impact our ability to connect with others.

Foster health (and social safety): Chronic stress reduces cognitive control (the ability to override one’s impulses and act with intention). Prolonged stress increases the activity of the amygdala, facilitating the growth of neurons in this region while diminishing the strength of the PFC (prefrontal cortex). People in this state will likely have a harder time preventing stereotypes from affecting their actions. Thus the need for a balanced mind and introspective awareness are key to combating bias (Brian Keith Payne 2005, Olesya Govorun and Payne 2006, Neil Macrea a.o. 1994, D. Wigboldus a.o. 2004, Mah a.o. 2016)

Bystander Intervention: Teach everyone within your workforce how to intervene when they witness exclusion or discriminatory behaviour. Empower bystanders to speak up and support those who may be targeted.

Fair Selection Criteria: Ensure that selection criteria and reward systems are fair and transparent. Avoid practices that may inadvertently contribute to exclusion, such as favouritism or bias.

Accessible Facilities: Make your facilities and materials accessible to all, regardless of physical abilities or economic status. Ensure that financial barriers do not prevent individuals from taking on a role within your organisation.

Lead by example: Everyone in a position with power should model inclusive behaviour and set expectations for respectful treatment of all team members. Positive role modelling can influence the attitudes and behaviours of players so make sure that every leader is held accountable.

Mentorship and sponsorship programmes: Establish mentorship and sponsorship programmes to provide support and guidance to individuals who may be at risk of exclusion. Mentors can play a crucial role in fostering a sense of belonging and sponsors can ensure that effective networks are built.

Use universal design methods: Reconstruct your structures (including policies) based on UD frameworks to ensure that inclusion is the default. Differentiation of processes is a key element of this approach.

In Conclusion:

Exclusion is a complex issue that necessitates a comprehensive and collaborative approach. In organisations, fostering inclusion is not just a moral imperative but crucial for individual well-being and development. Through proactive measures, awareness building, and a culture of inclusivity, barriers to inclusion can be dismantled. Collective efforts are pivotal in creating societies that truly champion unity, diversity, and shared experiences.

Scientific Sources for further reading:

Collins, P. H., & Kay, F. M. (2003). Toward a New Vision: Race, Class, and Gender as Categories of Analysis and Connection. In E. Margolis & L. Fisher (Eds.), Unlocking the clubhouse: Women in computing (pp. 203–222). MIT Press.

Perszyk, D. R., Eccles, J. S., & Sibley, B. A. (2019). The Gendered Nature of Expectations: Examining the Predictors of Children's Future Expectations. Child Development, 90(3), e344–e360. https://doi.org/10.1111/cdev.12976