Inclusive Visual Media: The Research

There’s an old cliché that says, “You can’t be what you can’t see.” So what happens when our learners are studying in our institutions, and they don’t see themselves represented in the content? Many institutions have commitments to Equity, Diversity, and Inclusion (EDI), but that doesn’t always translate to the courses and presentations that we as educators and designers build.

The research suggests a few key ideas that we will explore below:

1. Stock Photo Libraries Can Be Biased
2. Visually Reflecting Diversity Can Impact Outcomes
3. Inclusive Design Is a Social Responsibility

Stock Photo Libraries Can Be Biased

Let me start by suggesting that the lack of diversity and inclusivity in our images may not be primarily on us.

Chichester et al. (2023)^[1] conducted a study of five of the largest and most popular stock image libraries, which included Adobe Stock Images, Canva, Getty Images, Microsoft Office Image Library, and Pixabay. They analyzed hundreds of photos related to healthcare based on criteria like skin colour, perceived minority ethnic/racial identity, gender, and perceived markers of high socioeconomic status (SES) identity. In short, they found that the stock image libraries were biased. Below are a few findings from their research:

Essentially, our most popular free stock image collections are more likely to show lighter-skinned, higher-SES, “majority” individuals. It’s as if the free, easily accessible visual media that we have access to is not set up to support diversity. As Chichester et al. (2023) concluded: “Free stock images poorly represent the diversity of communities…”

Visually Reflecting Diversity Can Impact Outcomes

Our classrooms are made up of increasingly diverse learners. From ethnicity to gender to age and beyond, our learners are coming to our classrooms with a wide variety of experiences and skills. As Meda et al. (2023)^[2] share, “You can have all kinds of students in the same classroom learning the same thing at the same time. This is the future and we should be prepared for it.”

Educators are often encouraged to consider this diversity in terms of pedagogy – which is great! However, it is important that we consider diversity and inclusion in our visual media as well.

Chichester et al. (2023)¹ studied representation in images used in health education materials, and shared that when learners identify with the individuals in the imagery provided in the educational materials, it can impact their behaviours. They found that intentionally including visual media that are representative of the diverse learners using them may increase “the relevance of the message and thereby [increase] engagement… which increase the likelihood of knowledge retention or behaviour change.” This would suggest that diverse visual media has the potential to influence engagement and long-term understanding.

McAnay (2009)^[3] has similar findings, sharing that “Students may feel more connected when individuals of their cultural backgrounds are visible in the course materials.” It is important to note here that culture does not only refer to one’s ethnic background, but can refer to any area of life, such as gender, age cohort, family structure, educational background, etc. Essentially, when a learner sees themselves reflected in an image, they are more likely to relate to the content. McAnany (2009)³ goes further, to suggest that exposure to diverse imagery may also decrease stereotyping, and may support learners in understanding “not only the differences among cultures, but their ‘sameness,’ as well.”

Inclusive Design Is a Social Responsibility

McAnany (2009)³ emphasized the importance of intentionally designing content that is culturally diverse, regardless of the level of education that we are designing for. They share that the content that we develop will be interpreted through the lens of each learner’s cultural background; therefore, being aware of our audiences and designing with diversity and inclusivity should be a priority for educators and designers. They suggest that “it is part of the designer’s social responsibility to make decisions about cultural, racial, and gender aspects of the pictorial representation which may affect the learners’ acceptance of such representations.”