Tag: technical

  • EEOC and DOJ Issue Technical Assistance Documents on Unlawful DEI-Related Discrimination

    EEOC and DOJ Issue Technical Assistance Documents on Unlawful DEI-Related Discrimination

    by CUPA-HR | March 20, 2025

    On March 19, the Equal Employment Opportunity Commission (EEOC) and Department of Justice (DOJ) released two technical assistance documents intended to educate “the public about unlawful discrimination related to ‘diversity, equity, and inclusion’ (DEI) in the workplace.” The two documents aim to inform the public about how civil rights rules and laws like Title VII of the Civil Rights Act of 1964 apply to employment policies, programs and practices, including those labeled or framed as “DEI.”

    Title VII prohibits employment discrimination based on protected characteristics, including race, color, religion, sex or national origin. As the agencies note in both documents, DEI is a broad term that is not defined under statute. The technical assistance explains that DEI practices may be unlawful if they involve an employer or other covered entity taking an employment action motivated in whole or in part by an employee’s race, sex, or other protected characteristic. The agencies emphasize that Title VII’s protections apply equally to all racial, ethnic, and national origin groups, as well as both sexes, and that unlawful discrimination may exist no matter which employees are harmed.

    Technical Assistance Document #1: The EEOC describes what DEI-related discrimination looks like.

    The first document, “What To Do If You Experience Discrimination Related to DEI at Work,” explains how DEI-related practices may manifest as discrimination under Title VII.

    • Title VII bars disparate treatment: Any employment action motivated in whole or in part by race, sex, or another protected characteristic that is taken in the context of the terms, conditions, or privileges of employment may be unlawful.*
    • Title VII prohibits limiting, segregating, and classifying: Any action taken that limits, segregates, or classifies employees based on race, sex, or other protected characteristics in a manner affecting their status or depriving them of employment opportunities may be unlawful. Examples of these practices include the establishment of workplace groups (employee resource groups or employee affinity groups) that limit membership to a protected group or groups, as well as the separation of employees into groups based on a protected characteristic when administering trainings or other privileges of employment. The document makes clear that the latter may still violate Title VII even if the separate groups receive the same training or programming content.
    • Title VII prohibits workplace harassment: Workplace harassment is illegal when it results in an adverse change to a term, condition, or privilege of employment, or it is so frequent or severe to reasonably be considered intimidating, hostile, or abusive. The document explains that DEI training may give rise to a hostile work environment claim and that harassment may occur when an employee is subject to unwelcome remarks or conduct based on protected characteristics.
    • Title VII prohibits employer retaliation: The agencies explain that reasonable opposition to a DEI training may constitute protected activity if the employee provides a fact-specific basis for their belief that the training violated Title VII, and that an employer may not retaliate if an employee participates in an EEOC investigation or files an EEOC charge.

    The document reaffirms that Title VII protects employees, potential and actual applicants, interns, and training program participants. It directs individuals who suspect to have experienced DEI-related discrimination to contact the EEOC “promptly” as claimants have 180 to 300 days to file a claim depending on whether a state or local agency enforces a law that prohibits employment discrimination on the same basis.

    Technical Assistance Document #2: The EEOC answers additional questions about DEI-related discrimination in the workplace.

    The second technical assistance document, titled “What You Should Know About DEI-Related Discrimination At Work,” expands upon the information provided in the technical assistance document discussed above and answers a number of additional questions on how Title VII intersects with DEI-related practices in the workplace.

    Notably, the document addresses questions surrounding employers’ DEI-related considerations of race, sex, and other protected characteristics when the protected characteristic wasn’t the “sole or deciding factor” for the employers’ action. The document states that “race or sex (or any other protected characteristic under Title VII) does not have to be the exclusive (sole) reason for an employment action or the ‘but-for’ (deciding) factor for the action” for there to be unlawful discrimination. Additionally, the agencies explain that workers only need to show “some injury” or “some harm” affecting their terms, conditions or privileges of employment to allege a colorable claim of discrimination under Title VII.

    The document also makes clear that an employer may not justify an employment action simply on the basis that they have a business necessity or interest in “diversity” as Title VII prohibits employers from using business necessity as a defense against intentional discrimination claims. Likewise, the agencies explain that “client or customer preference is not a defense to race or color discrimination” and that “basing employment decisions on the racial preferences of clients, customers, or coworkers constitutes intentional race discrimination.”

    CUPA-HR will continue to monitor for updates related to Title VII enforcement from the EEOC.


    *The terms and conditions of employment include: hiring; firing; promotion; demotion; compensation; fringe benefits; exclusion from training; exclusion from mentoring or sponsorship programs; exclusion from fellowships; selection for interviews (including placement on candidate slates).



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  • We need strategic technical leaders

    We need strategic technical leaders

    As a society we’re seeing rapid changes, especially in technology, that impact how we live, work and learn. Higher education institutions have needed to reevaluate their priorities and adapt to this new environment. Strong, diverse and skilled leadership to drive change is more important than ever – and strategic technical leaders can play a key role.

    These relative new positions in the sector bridge the gap between organisational goals and technical capabilities. They champion their teams, drive innovation and collaboration.

    Technicians are critical to teaching, research and innovation and there is an increasing demand for strategic technical leaders in universities to strengthen and develop this vital workforce, helping institutions to thrive in this ever-changing landscape.

    Filling the technical leadership gap

    Historically there has been a leadership gap for technicians in higher education institutions, with their roles often being capped at lower levels, meaning a lack of representation in strategic decision-making.

    In recent years this trend has been reversed, with several institutions appointing strategic technical leaders. At first glance, HESA data indicates that 45 per cent of UK HEIs have a strategic technical leader in position, which – while not ideal – at least illustrates a promising improvement.

    But given this figure is based on those institutions that opt-in to submit data to HESA for their non-academic staff, the number of senior strategic technical leaders is potentially far lower than the statistics suggest. Conversely, the HESA statistics also do not account for strategic technical leaders who are operating at lower levels in institutions.

    Variation across remits and institutions

    Data from existing strategic technical leaders (published in the report Strategic technical leadership: advocacy, empowerment and transformation) revealed variations in these roles between institutions, particularly around responsibilities, remit and seniority.

    As relatively new roles in the HE landscape, they are still evolving. Institutions establishing these roles have often defined the scope with limited reference points, resulting in positions being shaped around individuals or tailored to specific priorities. While some inconsistencies are to be expected, greater consistency in defining the remit and responsibilities of these roles would be beneficial.

    There’s an opportunity to guide the integration of strategic technical leaders into leadership structures. This would not only support their effective implementation but also ensure continuity, which is critical for their long-term impact and sustainability.

    Defining the role

    Previously undefined, our report proposed the following definition of a strategic technical leader:

    An empowered decision-maker who aligns the technical workforce with the institution’s long-term goals by anticipating future needs, advocating for technicians, and shaping policies that impact both technical staff and the broader organisation. They play a pivotal role in strategic planning, particularly in areas such as workforce sustainability, skills development, and investment in technical resources, while ensuring technicians have access to meaningful development opportunities.

    Acknowledging that the definition and roles of strategic technical leaders are still evolving, their benefits are already clear, bringing significant advantages to their institutions, technical staff, and the wider higher education sector.

    Strategic technical leaders are vital for aligning technical operations with university strategy, offering significant benefits to institutions, technical staff, and the wider higher education sector. Their holistic view of technicians’ roles across teaching and research ensures consistency in opportunities, operations, and experiences. By fostering the development and application of technical skills, they drive efficiency across the institution.

    Working as changemakers

    Input into the university’s overall strategy ensures sound investments in equipment and facilities while reducing inefficiencies and duplications of equipment, resulting in cost-savings. Where responsibility for the technical portfolio of activities is integrated into the executive level of the institution, our report indicated wide-reaching benefits internally and externally.

    Strategic technical leaders who are embedded within the higher level of the institutional decision making act as important changemakers for the technical community, advocating for representation in decision-making.

    Improving the visibility of technicians is vital for improving the long-standing lack of recognition and visibility technicians have endured. The results can be far-reaching with evidence suggesting improved results in two often challenging areas associated with technical careers – recruitment and retention.

    Embracing and influencing change

    The focus of the strategic technical leader’s role extends beyond the boundaries of their own organisation – they also have an important externally-facing role. The strategic leaders we spoke to highlighted the importance of their external networks, for developing opportunities for collaboration and sharing of best practice to benefit their home institutions.

    Beyond this, strategic technical leaders are well placed to engage with bodies that advocate for technicians such as the UK Institute for Technical Skills and Strategy and the Technician Commitment.

    Their influence reaches other important networks such as policymakers, professional bodies and sector stakeholders where they can influence sector change, an approach that was recommended in the TALENT Commission report.

    To work at their optimal, universities need innovative and collaborative leadership that represents the entire workforce. It is time that technicians and the vital work that they do is represented in university leadership. Investment in these roles not only supports the development of an institution’s technical teaching, research and operational efficiency but safeguards future excellence.

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  • EEOC Adds Technical Assistance Guidance to Clarify When COVID-19 Is Considered a Disability Under the ADA – CUPA-HR

    EEOC Adds Technical Assistance Guidance to Clarify When COVID-19 Is Considered a Disability Under the ADA – CUPA-HR

    by CUPA-HR | December 22, 2021

    On December 14, the Equal Employment Opportunity Commission (EEOC) released additional COVID-19 technical assistance to clarify certain circumstances under which employers and employees may consider COVID-19 a disability under the Americans with Disabilities Act (ADA) and the Rehabilitation Act. The guidance, which is presented in a Q&A format, focuses broadly on the definition of disability under the ADA and Rehabilitation Act and provides examples detailing how an individual diagnosed with COVID-19 or post-COVID-19 conditions could be considered to have a disability under these laws.

    According to an EEOC press release, the technical assistance adds the following key guidance:

    • An applicant’s or employee’s COVID-19 may cause impairments that can be considered disabilities under the ADA, regardless of whether the initial case of COVID-19 itself constituted an actual disability.
    • An applicant or employee with mild COVID-19 symptoms that resolve in a few weeks with no other consequences will not have a disability as defined under the ADA that would make them eligible to receive a reasonable accommodation.
    • Applicants or employees with disabilities under the ADA are entitled to a reasonable accommodation when their disability requires it, and the accommodation is not an undue hardship for the employer. They are not automatically entitled to reasonable accommodations under the ADA. Employers can choose to do more than the ADA requires.
    • Employers risk violating the ADA if they prevent employees from returning to work once the employee is no longer infectious and is medically able to return to work without posing a threat to infect others.

    The EEOC also clarifies that this technical guidance differs from July guidance from the Department of Justice (DOJ) and the Department of Health and Human Services (HHS), which addresses “Long COVID” as a Disability under Sections 504 and 1557 of the ADA. According to the press release, the DOJ and HHS guidance only focuses on long COVID, while the EEOC’s new technical assistance focuses more broadly on COVID-19 in the context of Title I of the ADA and Section 501 of the Rehabilitation Act, which covers employment.

    CUPA-HR will continue to keep members apprised of any COVID-19 guidance as it relates to disability and discrimination under EEO law.



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