At Taipei American School (TAS), Diversity, Equity, Inclusion and Belonging (DEIB) initiatives are now a mandatory feature, aiming to foster a welcoming environment for students of all backgrounds. It is not a standalone program; it is an integral part of the school’s mission to “cultivate an enduring commitment to learning, personal well-being, and service.” From website mission statements to mandatory diversity activity programs during school hours, DEIB programs have been a contentious topic for students and parents. But despite the good intentions behind these initiatives, many students are beginning to ask a difficult question: are these programs really making a difference, or are they performative?

The biggest concern for DEIB among student perspectives is its compulsory nature. In a survey conducted by The Blue & Gold, 62% of the 45 respondents disagreed that DEIB should be mandated at school, while only 24% agreed. Mandatory DEIB sessions also come at the cost of valuable time. In Middle School, 40 minutes of class time is taken away every few months for programs, while in Upper School, it is discussed during mandatory advisory meetings. For many students, this trade-off does not feel justified, especially when 49% alone in the same survey strongly disagreed that the school’s DEIB initiatives have meaningfully impacted the overall culture at TAS, while the remaining 51% were evenly distributed among the other eight options on a scale from 1 to 9.

However, the problem may not necessarily be that DEIB is compulsory at school. It’s likely because of its execution. Even though DEIB is important, our survey identified that students don’t appreciate it because the learning feels forced. When we brought this up with the Deputy Head of School, Dr. Gale, she explained why DEIB is such an integral part of the school curriculum, particularly in recent years. “When we surveyed our alumni, we found that the majority of them that go to college in the [United States] felt like they didn’t know enough about DEIB, and would like school to improve on that,” she explained. After reviewing the survey, the administration decided to implement DEIB education programs. Now, even in lower school, DEIB is seamlessly integrated into the curriculum, from learning about different kinds of families in kindergarten to participating in social issue book clubs in fifth grade.

The missing piece, according to the Director of Teaching and Learning, Ms. Jacob, is transparency. “We need to do a better job of helping you understand why,” she says. She acknowledged that students aren’t being told why these programs exist. Instead of making the learning mandatory without any room for discussion, questioning or explanation, the administrators should focus on making students see the purpose of these activities, and why it is crucial to foster a positive and engaging learning environment. This would drastically improve students’ opinions on DEIB and enhance the school’s mission of diversity and inclusion.

Rather than dismissing DEIB entirely, the school should refine its approach. The goal should not be to impose these ideals on students, but to weave DEIB more seamlessly into the curriculum, and enable students to understand why DEIB is relevant for the future. If TAS prioritizes open dialogue and transparency, students may view DEIB as a meaningful part of their education instead of an obligation.