Digital signage has two communication goals: appeal visually to passers-by, and allow them to absorb a message instantly. This brings up two very distinct issues related to diversity and inclusion. The first is ethnic/racial/gender representation: awareness of how illustrations and images represent the population. The second is accessibility for color-impaired viewers: ensuring that contrasts and shades are visible to those with color blindness. This piece will examine each issue separately and offer solutions that mesh with the Gonzaga mission.

Representation

Williams et al. (2005) makes a strong case for developing a more-inclusive academic institution, from increasing the number of women and historically underrepresented populations in STEM to increasing knowledge about diverse cultures. It adds up to a feeling of ease and belonging among ethnically and racially diverse groups of people.

Digital signage plays a supporting role in the recommendations of “informal curriculum” content, as part of the “social dimensions of the campus environment.” Intergroup behaviors must be modeled in the messages promoted by the university. An academic institution can’t expect students to feel they belong unless they see images of students who look like them.

At the same time, no student should become the “face” of a particular group. If the engineering school only has one black freshman or one sophomore who wears a hijab, it is unethical to put that student’s image on more than one campaign. Likewise, it’s unethical to bring all of a school’s students of color together for a photo shoot, simply to make it seem like there is a more diverse student body. While the institution would like to model an inclusive campus, it is more important to value and respect the individuality of students (Wade, 2009).

Gonzaga University’s emphasis on cultural engagement came about in early 2017, specifically to affirm that “a commitment to diversity, equity and inclusion is an effort that requires the engagement of the entire institution, not one or two areas or programs” (McCulloh, 2017). University administrators release a statement periodically emphasizing their commitment to dismantling racial injustice receives a statement at least once or twice a year. For example, during Black Lives Matter protests, the deans jointly stated that “[racism’s] problems are systemic and so our response must be as well. Where hatred and marginalization exist for some, they exist for all” (Anderson, et al., 2020). Signage may seem insignificant, but only by examining all parts of a system can systemic racist practices be rooted out and replaced with fair, inclusive representation.

Color Vision Deficiency

The National Eye Institute (n.d.) estimates that 1 in 12 men of European descent and 1 in 200 women see color differently. Some can’t see reds, others can’t tell the difference between yellow and green. Only the most rare type shows a world of grays. Because a significant population mistake one color for another, it is important to consider color in graphic communication design.

Web developers are expected to meet the Web Content Accessibility Guidelines (WCAG), an international standard to allow people with disabilities easier access to the Internet (Henry, 2022). Digital signage shares some elements with websites, and some of the same accessibility practices should be followed to ensure inclusive communication, specifically those related to color contrast and typefaces (Disability Access Services, 2014). Where the signage project addresses these best practices, extra emphasis and context should be given for elements that address color blindness.

Raising awareness of color vision deficiency and taking steps to encourage accessibility is in line with the Gonzaga accessibility policy. In accordance with the Americans with Disabilities Act, all faculty and staff are to “provide equal access for persons with disabilities… to all educational programs, employment, activities, events, and services which it operates” (EITA, n.d.b). This extends to equal access to electronic information, both inside and outside the classroom. “Creating an accessible environment means any person—with a disability or without—has the same opportunity to independently access information, participate, and obtain services” (EITA, n.d.a). As long as visual communicators have the presence of mind to design for accessibility, the extra effort promotes an inclusive and welcoming environment.

Conclusion

“Color blindness” is also a term for a racial ideology suggesting that the American society has “moved beyond race and racism” (Neville et al., 2016. p. 6) and that the color of one’s skin doesn’t matter. Bonilla-Silva is credited with framing this ideology as a type of racism itself, as it literally whitewashes conversations about discrimination and privilege – anyone who then addresses racial inequities is seen as racist (Neville et al., 2013).

Instead, my digital signage project wants to emphasize color wherever possible – both as a celebration of diversity, and as a visual communication tool. In both cases, use of ‘color’ depends on how the most underrepresented audience members see the messages. In mathematics, fractions are simplified to the lowest common denominator; in this place where STEM is taught, I look for the most uncommon denominator to consider that perspective. Only by looking at the whole spectrum of color can a missing section be noticed.