MONTGOMERY, Ala. (AP) — A coalition of students and faculty members from public universities across Alabama is urging an appeals court to stop the implementation of a state law that bans diversity, equity, and inclusion initiatives in public schools and restricts discussions on concepts related to race and gender that are considered 'divisive' by state lawmakers.
The Alabama law, which took effect in October 2024, is part of a broader trend among Republican legislators nationwide to challenge DEI efforts in education. It prohibits the use of state funds for any educational programs that promote 'divisive concepts' associated with identity. Instructors are also barred from encouraging students to feel guilt regarding their personal identities.
U.S. District Judge David Proctor has upheld the law, asserting that a professor's academic freedom does not supersede a public university's authority over classroom content. Proctor noted that the law does not completely eliminate discussions of these concepts but requires them to be taught objectively without endorsing any particular view.
This appeal comes after a recent directive from the Department of Justice that outlines similar mandates for public education institutions nationwide. Since the law's introduction, there have been reports of student affinity groups disbanding, professors being placed on leave, and modifications to curricula across universities.
Antonio Ingram, representing the plaintiffs, expressed concerns that the law lacks clarity on what constitutes endorsement, leaving educators vulnerable to unfounded accusations and inhibiting their ability to present established research. 'Truth becomes what the state dictates rather than what independent scholars have meticulously developed,' he stated.
If upheld, Ingram warned that the law would transform universities into vehicles for state propaganda, undermining the integrity of academic research.
Similarly, Dana Patton, a political science professor at the University of Alabama, shared her apprehensions about how the law has compelled her to alter long-standing curriculum approaches. She recounted how the ambiguity surrounding the law has led to self-censorship in her teachings, stating, 'It feels safer to avoid certain topics to sidestep possible backlash or complaints from students.'
Patton's experiences reflect a growing unease among educators, as they navigate the precarious landscape defined by this controversial legislation.
