Evaluators Respond to State Anti-DEI Measures in Colleges and Universities: Florida & Texas Lead the Way as ND, TN and NC Follow

Abstract Information: Historically, US and state governmental entities have taken turns passing bills, creating policies, and drafting legislation to marginalize and minoritize social groups based on race, ethnicity, language, gender, and the list goes on. Look to California’s Proposition 227 in 1998 that made it illegal to teach academic subjects in Spanish or any foreign language or university and state legislature bans on the use of race in admissions in varied states (starting in the late 1990s and continuing into the 2000s in California, Texas, and Florida, to name a few). This presentation takes a closer look at the recent spate of state bills (SB17 in Texas, SB266 in Florida, and bills under review or taking effect in up to 28 additional states) that target historically marginalized populations in attempts to un-do Diversity Equity and Inclusion initiatives in higher education. Participants are invited to share their experiences navigating client concerns and program changes. The presentation aims to list challenges, outline strategies for their address, exchange supportive resources, and discuss next steps for action with the potential of outlining an official statement to develop and forward for AEA consideration. The presentation will be structured in 3 parts: PART I: History and Framing - presenters provide a (partial) overview of current context for evaluators working in systems of higher education on projects focused on fostering minority student inclusion and belonging in and beyond higher education. Presenters share recent examples from Texas including responses from diverse stakeholders (university administrators, students, faculty, etc.). Presenters frame entry points for a group discussion and response PART II: Statements, Stories & Strategies - Framing is followed by group discussions about an official statement responding to SB17 from Temple University. Participants may share stories that explore varied client responses (administrators, students, faculty, community members) and roles evaluators are playing and might take across the engagement. This may include sharing strategies, resources and tools that have supported clients responding to maintain and sustain programs that foster minority student inclusion, belonging, and persistence. PART III: (30 minutes) The group returns to list challenges faced, strategies to navigate, resources to access, discuss patterns and consider what a separate official statement from AEA or a collective of evaluators might include. The session aims to produce next steps to take as individuals or interested groups.