The Intersection of SEM and Equity: A Systematized Literature Review

While higher education (HE) often sees itself as a pathway for achieving cultural integration, social mobility, and egalitarianism, others view it as a vehicle for preserving institutional racism (Law 2017). Thomas and Arday (2021) argued that "…those who ignore institutional racism and acts of racial discrimination because they are immune to it, and because of their privilege, are complicit in sustaining and reproducing these in-equalities" (15). Therefore, educators, specialists, and critics must continually challenge factors perpetuating oppression and acknowledge the accomplishments of those who effect positive change in HE while also recognizing the challenges and barriers marginalized and minimalized students (MMS) encounter within campus communities. It has become a vital issue of this time. Today, many students contemplate whether they should attend higher education institutions (HEI), with rising doubts about whether it is "worth the cost" (Fishman, et al. 2017). Matters of equity, diversity, inclusivity, and decolonization (EDI&D) significantly influence the decision-making process of some students, particularly in their choices regarding the selection of college or university and attendance. Unease about these issues, reflected in trending hashtags such as #BlackLivesMatter, #SayHerName, and #EveryChild-Matters, highlight students' diverse experiences within Educational leaders are increasingly concerned about how colleges and universities impact equity, diversity, inclusivity, and decolonization. This article explores the work of enrollment management in this space. A systematized review goes through a critical analysis and synthesis process to explore the intersection between strategic enrollment management and equity, diversity, inclusion, and decolonization in postsecondary educational institutions. The researchers provide implications for improving and increasing the enrollment and academic and post-graduation success of members of marginalized communities. The authors suggest topics for further studies about the intersection of SEM and equity in postsecondary educational institutions.