Early in my professionalization to EDI work, I would often speak up during event Q&As to ask the experts my most pressing and challenging question: how do we engage the folks who aren’t present today? At the time every EDI space I entered at the university was full of the same familiar faces. The folks who always said yes to the work, the folks whose formal roles centered inclusion, equity and broadening participation for underrepresented groups. While I appreciated the camaraderie, I also really wanted to be connecting with other stakeholders, particularly those with positional power and influence.
The answers I received a decade ago were equivocal. Some shared in my discontent that we were so often preaching to the choir. Others gave me unrealistic advice to connect with higher level administrators who could take up the cause. Such advice failed to recognize that my staff role in the women in STEM center hardly afforded me connection points with deans, the chancellor or vice presidents. I could barely connect with faculty and chairs in the STEM fields that my role was designed to support. And as a young, racially ambiguous, ciswoman, the dismissiveness was real. 
Dr. Crystal Bedley
My impatience and annoyance with the lack of guidance on how to think about engaging a broader constituency led me down a path many of us know well. I had to figure out my own approach. An approach that I am still refining, but one that I hope can guide others who want to broaden the impact of their work.
I used my sociological training to help me to create a simple three-part typology of university stakeholders.
Allies/Advocates (also known as “my people”): This is the choir. The people who not only talk the talk, but walk the walk of promoting equity, access, and inclusion. They respond to your emails. They are committed to lifelong EDI learning. They share information and opportunities. You become mutual mentors in identifying solutions to reduce barriers. And let’s face it, they’re usually marginalized within the academy. These folks are my go-to for advice and I am careful not to overburden them with requests because I know their service commitments are great (and that they don’t often say no).
Clueless, but well-intentioned (also known as “most administrators, faculty and staff”): This group is the largest by far. These are folks who are willing to act, but need guidance. They’re not necessarily committed to learning on their own, but they are open (and sometime eager) to being guided and encouraged towards action. They might say the following:
“Oh when I introduce myself I should just get into the habit of sharing my pronouns? Got it.”
