Shut Up and Give Us Your Money: A Look at DEI in Florida’s Public Institutions
I’ve spent the most recent portion of my career serving higher education in the state of Florida. Like most, my ears perk up each time a new consideration regarding education is introduced. In recent months, Florida Governor Ron DeSantis has made headlines for his push to end Diversity, Equity, and Inclusion (DEI) programs in public institutions across the state. Governor DeSantis’ bill to end DEI in public institutions crossed all my lines: as a father of a child being educated in Florida’s public schools, as a leader in higher education, and as a Black man committed to effective DEI practices across workplaces and learning institutions. I can’t afford NOT to pay attention. In this blog post, we’ll explore the controversy surrounding Governor DeSantis’ bill and the questions we should be asking once the headline shock wears off.
The Bill
The bill that Governor DeSantis is pushing aims to prohibit DEI programs in Florida public institutions. The bill would prohibit public institutions from teaching concepts such as critical race theory, and would require universities to conduct surveys to assess the viewpoints of faculty, staff, and students on intellectual freedom and viewpoint diversity. The bill has been met with both support and criticism. Supporters argue that DEI programs are divisive and promote racial tensions, while critics argue that the bill attempts to whitewash history and perpetuate systemic inequalities. To be clear, I am a critic because I see the impact beneath surface levels. It’s more than just political rhetoric. It’s policy that affects real people on multiple levels.
The Necessity
DEI programs are essential for creating a fair and inclusive society. In public institutions like schools and universities, DEI programs can help students understand the perspectives of people from different backgrounds and can encourage them to be more empathetic and compassionate. DEI initiatives can also help create a sense of belonging for students and faculty from underrepresented groups, which can lead to increased academic success and retention rates. Additionally, DEI programs can help organizations become more innovative and productive by promoting diversity of thought.
The Mess and the Money
When it comes to big actions like these there’s the old saying “follow the money”. But instead of looking at who’s funding this bill, I’d like to consider a different perspective. While public instituations are legally required to provide equal access to education, they are not necessarily required to teach history in an equitable manner. In other words, while they cannot discriminate against students based on their race or ethnicity, they may still present a biased or incomplete version of history that privileges certain perspectives and ignores others. How do public universities openly matriculate and accept tuition from diverse populations but refute the need for equity in the educational experience? This bill and resulting practices scream “shut up and give us your money” and “be happy you’re here at all”. Moreover, this can have significant consequences for students, particularly those from underrepresented groups. For example, if students are taught a version of history that ignores the contributions of people of color or minimizes the impact of systemic racism, they may be left with a distorted view of the world and their place in it. This can contribute to feelings of alienation, low self-esteem, and a lack of engagement with school. Ultimately these occurrences impact the higher education experience for students of color. The act of accepting tuition from while simultaneously and systematically erasing the history of students of color is contradictory.
In addition to the tuition, we must also look at how programs are funded. Although DEI initiatives are critical for creating a fair and inclusive society, they often face significant funding challenges. For example, in many public institutions, DEI programs are often funded through grants or philanthropic donations rather than through public funding. This can create disparities in funding, with some institutions having more resources to devote to DEI initiatives than others. Additionally, even when DEI initiatives receive funding, they may be viewed as less essential than other programs, such as STEM initiatives, which can result in less funding and support.
The Message
It’s our job as leaders to call out just how wrong and wild all of this is. We must also put the onus back on the institutions and demand that our institutions are addressing DEI and history in an equitable manner. This includes providing students with a comprehensive understanding of the contributions fo people from diverse backgrounds, acknowledging the impact of systemic racism and other forms of oppression, and creating a curriculum and programming that reflect the experiences and perspectives of all students. I am big on the importance of co-curricular and extra-curricular programming that supports students of color, specifically first generation students. Many times this looks a lot like the presence of student greek organizations such as the National Panhellenic Council (NPHC) and multicultural affairs on campuses. So how do we, in good conscience, produce a bill that does not support the funding of the NPHC and multicultural organizations whose principles are inclusive of scholarship and service? We don’t.
In conclusion, the fight to preserve DEI programs in Florida public institutions is an important one. DEI initiatives are critical for creating a fair and inclusive society, and they can have a significant impact on students, faculty, and organizations. However, these programs often face significant funding challenges, which can make it difficult for them to succeed. It is essential that we continue to advocate for DEI programs, total history curriculum, and ensure that both receive the funding and support they need to be successful. By doing so, we can create a more equitable and inclusive society for all.
