Equality Analysis Checklist The checklist covers the 8 protected characteristics and identifies common issues in relation to inequality, specific needs and challenging stereotypes. It is intended to prompt and stimulate thought around equality issues. It is not an absolute list of issues and you can, of course, consider factors in addition to those here that are relevant to your area of activity. Inequality and under-representation – things to avoid Specific needs – factors you need to consider Challenge stereotypes - positive messages to promote AGE People of all ages and age groups, ‘young’ and ‘old’ alike Criteria or arrangements that could exclude people on the basis of their age or broader age grouping Assumptions about the age of your audience or customers Stereotypes and assumptions based on age, e.g. that older people are ‘nearing retirement’ and don’t need or want development opportunities Potentially different needs based on age bands. E.g. older students are more likely to be part-time and/or have caring responsibilities and so need greater flexibility in when and how they access services Images and examples from a wide range of ages/age bands DISABILITY People with physical and mental disabilities Criteria or arrangements that could exclude or limit participation if a person is disabled Presenting disability/being disabled as a negative thing or using negative language to describe disability Under-representation – do you need to include measures to address this? Is this accessible to all? Basic accessibility should be built in from the start. Think about your service and how people access it. Would those arrangements still work if someone has a disability? Do you need to introduce alternative arrangements? Always have a contact point for people who need to discuss their specific requirements/queries. Provide useful access information where appropriate (such as the ‘flat level’ route from A2B), location of accessible toilets and parking spaces Provide information on student and staff disability support services as appropriate Images and examples that include people with disabilities Identify opportunities to present disabled people as high achievers and positive role models
Inequality and under-representation – things to avoid Specific needs – factors you need to consider Challenge stereotypes - positive messages to promote GENDER Women and men Criteria or arrangements that could exclude on the basis of gender or issues related to gender (see right) Making assumptions about your audience or their aspirations on the basis of gender Under-representation – do you need to include measures to address this? Impact of caring responsibilities (females and males) and resultant need for flexibility, part-time arrangements Where a gender are a small minority (e.g. in a discipline), they may need additional support to prevent feelings of exclusion Gender stereotyping is still common place! Promote positive examples in your use of role models and images to challenge this. ETHNICITY ‘Race’, ethnic group, colour and nationality Criteria or arrangements that could exclude people on the basis of their ethnicity Under-representation – do you need to include measures to address this? Overseas students/staff with English as a second language – keep language clear, avoid colloquialisms Where a group are a small minority (e.g. in a discipline), they may need additional support to prevent feelings of exclusion Images and examples of people from a wide range of backgrounds RELIGION OR BELIEF Religious and comparable non-religious beliefs, Criteria or arrangements that could exclude people on the basis of their religious belief Under-representation – do you need to include measures to address this? Dietary requirements (food and drink) Prayer times/access to facilities Avoid major religious festival dates Highlight things that might be an issue for people with religious beliefs – mixed groups, alcohol, food and accommodation arrangements etc – so they are informed beforehand Always have a contact point for people who need to discuss their specific requirements/queries. Images and examples of people from a wide range of backgrounds
Inequality and under-representation – things to avoid Specific needs – factors you need to consider Challenge stereotypes - positive messages to promote SEXUAL ORIENTATION People of all sexual orientations Criteria or arrangements that could exclude people on the basis of their sexuality or having a same sex partner Referencing marriage/husband and wives but not civil partnerships and same sex partners Assumptions that everyone is heterosexual and has a partner of the opposite sex Assumptions that people with children are always heterosexual Under-representation – do you need to include measures to address this? Reassurances of confidentiality if people need to reveal their sexuality or details of next of kin Use of inclusive language that doesn’t exclude same-sex couples Clarity/confirmation that ‘partners’ includes same sex or civil partners Content and images that include examples of individuals who are LGB Use of the University’s Stonewall membership logo PREGNANCY AND MATERNITY Women who are pregnant, are on or have taken maternity leave Criteria or arrangements that could exclude on the basis of pregnancy or taking/having taken maternity leave Pregnancy may prevent participation in some activities Are different arrangements needed for women who cannot participate due to pregnancy or maternity leave Do you need to keep women on maternity leave informed? Do you need special arrangements for women returning from maternity leave? Profile/examples of students/staff who are carers of children/successfully combine studying/careers and being a parent Profile academic staff who have returned to work following a career break as being a normal part of academic life TRANSGENDER People whose gender identity differs from their physical sex Criteria or arrangements that could exclude people who are trans Be aware that some people do not view gender as a male/female binary and may choose not to define as either Reassurances of confidentiality if information on a person’s sex or gender is needed. People who fully transition into a different gender may want to update their records to reflect this. Trans people are a small minority of the population and the issues they face are often misunderstood. Showing an understanding and appreciation of trans issues and people is a very positive action If it is appropriate to what you are doing