As debate heats up around diversity, equity, and inclusion (DEI) programs, many universities are facing pressure to reconsider their commitments to these initiatives. The Trump administration has been particularly vocal against DEI, prompting some institutions to signal a retreat from these programs. However, despite this shift in public sentiment, many top universities are still offering a wide range of courses deeply rooted in DEI principles for the upcoming fall semester.
For instance, Princeton University plans to offer classes such as “Intro Topics in Race and Public Policy: Race and Inequality in American Democracy.” This course will focus on race and racism in the U.S., drawing on frameworks like critical race theory and whiteness studies. Students will engage with materials including the controversial 1619 Project and a play titled "The White Card." Interestingly, the course description does not mention the current backlash against such theories.
Another course at Princeton, “Racial Climate and Multiracial Democracy,” aims to assess the quality of democracy across different regions through the lens of racial climate. This suggests that even as the federal government pushes back against DEI, some academic programs are finding ways to incorporate these ideas into future discussions.
Similarly, the University of Pennsylvania is offering courses like “‘In the Dark We Can All Be Free’: Black Queer, Feminist & Trans Art(s) of Abolition” and “Black Performance Theory.” The latter course focuses on the politics surrounding black creative labor and the racialization of black bodies.
At Brown University, the course offerings highlight a stark contrast with broader societal views. One course titled “Queer Indigenous Studies and Two-Spirit Critique” explores the idea that Indigenous societies had individuals with gender identities similar to today’s understanding of transgender. The course description emphasizes the impact of settler colonialism on gender and sexuality, presenting a viewpoint that some may find controversial.
Other courses at Brown include “Nonbinary Thought and Elemental Media Practices” and “Eco-Identity: Representation in Nature,” which dive into themes of identity and environmentalism through progressive lenses.
Yale University also features courses that reflect DEI ideologies, such as “Comparative Settler Geographies,” which critiques the existence of Israel based on settler colonial theory. Another class, “Managing Blackness in a ‘White Space,’” discusses the challenges black individuals face in predominantly white environments.
Despite an official memo from the University of North Carolina System urging a halt to mandatory DEI courses due to federal guidelines, students at Chapel Hill are still required to take classes that align with DEI themes. Courses like “Intersectionality: Race, Gender, Sexuality, and Social Justice” remain part of the curriculum.
The ongoing tension between academic offerings and public opinion on DEI suggests a significant divide in American higher education. While some institutions may be reconsidering their approach, many are continuing to promote courses that align with progressive ideals. This situation raises questions about the future of DEI in academia and whether a broader reckoning is on the horizon for higher education.