Maintain academic integrity at state universities

The Iowa Board of Regents is continuing to consider proposed policy 3.23, focusing on Diversity, Equity and Inclusion (DEI), and Critical Race Theory (CRT). The policy in its original form stated that students “shall not be required to take a course that has substantial content that conveys DEI or CRT to satisfy the requirements of a major, minor or certificate unless the Board has approved it as an exception.” Exceptions may be petitioned in even-numbered years. While we are encouraged to hear some members of the Board indicate openness to revision of the originally-presented policy, we remain concerned about the central message and intent of any such proposal.

Two bills with language similar to this policy failed to pass during the most recent session of the Iowa Legislature. The shift to the Board of Regents appears to be a new attempt to advance the same goals by other means.

Policy 3.23 in its original wording defines DEI in sweeping terms, including concepts such as “ unconscious or implicit bias, cultural appropriation, allyship, transgender ideology, microaggressions, group marginalization, antiracism, systemic oppression, social justice, heteronormativity, gender theory, racial privilege, or sexual privilege.”

We oppose this bill and any bill similar for multiple reasons, chief among them its direct contradiction of the Board’s own commitments to academic freedom (Policy 3.10) and freedom of expression (Policy 4.2). The latter policy affirms the importance of protecting unrestricted free expression of viewpoints, regardless of popularity of such ideas, and emphasizes the role of state universities in fostering “the discovery, improvement, transmission, and dissemination of knowledge by means of research, teaching, discussion, and debate.” It says universities should encourage a diversity of thought and uphold the peaceful, respectful, and safe exercise of First Amendment rights.

Simply put, passing any kind of proposal like this contradicts a substantial body of peer-reviewed research. A Google Scholar search on “college outcomes related to diversity-related coursework” will point the reader to nearly 150,000 journal articles. Studies consistently show that engagement with diversity-related content is associated with improved critical thinking, complex reasoning, intellectual engagement, reduced bias, increased community involvement, and greater political participation. These benefits extend well beyond graduation and serve both individuals and the broader public.

As faculty members, one of the most meaningful aspects of our careers has been mentoring students who go on to serve others and contribute positively to society. This type of policy threatens to limit future students’ access to the training and perspectives they need to thrive as professionals — and to make a difference in their communities.

We urge the Board of Regents to stand by its own policies, lead with integrity, and reject any attempt at curricular censorship. Iowans deserve a higher education system that values open inquiry and prepares students to navigate a diverse and complex world.

John S. Westefeld is Professor Emeritus of Counseling Psychology and Debora L. Liddell is Professor Emerita of Higher Education & Student Affairs, University of Iowa. The views expressed are their own.