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We were split into two teams scrimmaging against each other. The boys I play with are competitive so there was the usual light trash talking, jersey pulling and agile foot skills.
We were playing friendly rules with no corner kicks. My teammate, Gugu, was fouled in the makeshift goalie box and dramatically fell to the ground yelling for a penalty kick.
None of us expected the coach to listen to him, but surprisingly he gave it to our team on the condition that I take the kick. All the players lined up around the box as I prepared to shoot, choosing to aim for the bottom right corner.
Two things you should know: First this is in Italy and I’m an American teenager who speaks little Italian. Second, I’m the only girl on the team.
The coach blew the whistle. I confidently ran, kicking the ball with all my strength. It went soaring over the crossbar into the fence behind. I wanted to crawl into a hole and hide.
Sports have been a part of my life for as long as I can remember. As soon as I learned to walk, my parents introduced me to swimming (after all, 71% of earth’s surface is water). They had me learn tennis to hone my hand-eye coordination, ballet to cultivate “grace” and finally soccer to channel my boundless energy.
Ballet was the first to go. I was asked to leave for being too much of a distraction (it’s not my fault the class was boring and repetitive). Swimming followed when the early practices and relentless cycle of toxic comparison drained it of joy. Tennis, while never officially abandoned, became more of a casual hobby, a skill I maintained with occasional matches.
But soccer? Soccer was different. It endured. Not just for me, but for my siblings as well. My older brother and younger siblings all share a similar love for the sport.
My football career began at six years old with my recreational team, Purple Thunder, where the post-game refreshments — orange slices and chocolate milk — mattered more than the outcome of the game.
Next came Academy, where I was paired with a “special buddy” (one of the older kids) to help me focus and follow directions. By eight, I advanced to the competitive world of travel soccer — a commitment that has defined half of my life. Over the past eight years, I’ve played on various teams, with different coaches, in several leagues and have witnessed the growing intensity of competition as more pressure is placed on each player.
Soccer has taken me across the country and around the world. I’ve played soccer in Denmark, Sweden and Germany against local girls’ teams in those countries. Soccer is now a cornerstone of my identity.
When the external factors of my life changed as I grew and I matured, soccer remained the one constant.
During the pandemic, I found solace in dribbling by myself in my basement and backyard. When I moved to boarding school, leaving behind my family and home, my high school soccer team became my anchor.
Despite all the stress I endured through these changes, my love for the game only deepened as I experienced the unique camaraderie of a team composed of players from all over the world, united by our shared passion for soccer and desire to win.
I cried when my favorite coach left for another job, cried again, then confronted a different coach who left me off the roster for games. I cried when a teammate lost her brother.
Soccer is more than a game. It’s an art, an outlet. And a team is more than just a group of players: it’s a community, a support system that celebrates your successes and lifts you up when you fall. In those eight years, I believed I had encountered every type of soccer environment imaginable — until I arrived in Italy.
So I could play here, the extracurricular coordinator at my study abroad school called on Gianni, a host parent who works for the local soccer club, Viterbese.
Equal parts nervous and excited, I met Gianni and told him about my soccer experience — travel for eight years, high school varsity for two — and what I’m looking for — consistent, high level practices to keep me in shape.
He suggests two teams I could play with, but both are boys’ teams, and I choose one. We decide I will go to the team’s practice on Monday and he even offers me a ride.
The second he leaves, my spiraling begins as my brain conjures up all the worst possible scenarios. Monday arrives and I can’t decide whether to be filled with dread or excited to finally play.
At the field, the boys are already huddled with the coach. Now I’ll stand out even more. I get my cleats on and join the circle, suffering through an awkward introduction with the coach, then we begin.
It’s been four months now since that moment, and I’ve gone to every practice I could. I was nervous at first, especially after Gianni stopped coming and I was left to navigate it on my own. But during the drills on the first day, I quickly realized I’d been overthinking it. They weren’t a team of young Messis and Ronaldos, just regular teenage boys.
While I’d played against teams that didn’t speak English before, practicing alongside them and becoming part of their team was an entirely new experience.
Learning a new language is a year-long journey, and I take it one day at a time. So while I’ve built up a solid repertoire of Italian words and calcio (soccer) vocabulary, I’ve discovered other ways to communicate — through the game itself.
Words aren’t always necessary to understand my teammates’ personalities. I can learn plenty from how they play. Whether they prefer to dribble or pass, take the shot or let someone else score, arrive early to practice, talk over the coach, yell at teammates or tug on someone’s jersey, these small choices on the field speak volumes about a person’s true character.
Playing soccer here has been living proof that actions truly speak louder than words and that sports have a unique ability to connect people. As a 16-year-old girl from Northern Virginia, I’ve formed a connection with 15-year-old Italian boys from a small city north of Rome.
It’s also a reminder that no matter how experienced or “well-versed” you think you are in a passion, there are always more opportunities to grow — if you’re willing to take the leap. I’ve embarrassed myself countless times, as I did trying to make that penalty shot after Gugu was fouled. I’ve lost the ball, missed shots, stumbled over Italian. I once even forgot my cleats.
But despite the awkward moments, I wouldn’t trade this experience for anything.
1. How did the author manage to communicate with her teammates without knowing the language they spoke?
2. What does the author mean by soccer being more than a sport?
3. What sport or hobby are you passionate about and are there people who share that passion?
by Jayne Carruthers
The doctorate is a subjective experience demanding the re-evaluation of ways of thinking, the navigation of intense emotions, and the adaptation of behaviours by the candidate to achieve new learning goals, transforming the candidate from a consumer to a creator of knowledge. Candidates often face uncertainty and enter a state of liminality during this process, feeling caught between old beliefs and new insights, which can lead to discomfort and feeling ‘stuck’. To navigate this liminal space, candidates benefit from a change in perspective supported by transformative learning. While much of the focus in doctoral support is on the candidate avoiding negative experiences during this process, there is limited attention given to the candidate’s role of self-awareness and self-management. Reflexivity provides one such option to consider.
Reflexivity is a cognitive, or thinking, process that enables individuals to move beyond simple reflection, fostering self-awareness and exploring different options for progress. While candidates have demonstrated its usefulness in understanding their doctoral journeys, further research is needed on initiating and sustaining this process independently. This ability to learn and develop autonomously is essential, as doctoral programs require candidates to show evidence of becoming independent researchers. In organisational literature, reflexivity has been demonstrated to enhance information processing, helping employees understand what, why, and how of learning and change. It enables adjustments in both task execution and personal approach. Moreover, team psychological safety has been demonstrated to be crucial for effective team reflexivity. However, variations in terminology and definitions related to psychological safety limit the extension of this construct beyond the organisational context.
A body of conceptual research adopting a Theoretical Integrated Review (TIR) approach was conducted, with findings highlighting historical use, providing theoretical insights, and clarifying a generalised definition of psychological safety with relevance beyond the organisational setting. Psychological safety is an internal process that helps individuals manage distress, influencing their thoughts, feelings, and actions. It plays a crucial role in growth and development by connecting motivation and goal-directed behaviour, providing the opportunity for a generalised definition:
Psychological safety is a dynamic intrapsychic construct drawn on by individuals to mitigate actual or foreseen distress. The presence or absence of psychological safety is influenced by context, the individual’s existing psychological frames of reference, and current and future motives relating to an endeavour.
This understanding allows the absence or presence of psychological safety to be considered in broader contexts, including independent learning settings like doctoral programs. To explore this potential, a body of qualitative research was conducted with six volunteer PhD candidates enrolled at a regional Australian university awaiting feedback on their theses.
Using the vignette methodology technique to present short fictional scenarios regarding experiences of doctoral knowledge uncertainty, the researcher conducted semi-structured interviews to understand how doctoral candidates deal with knowledge uncertainty. This approach encouraged interviewees to discuss their experiences without the pressure of direct questions, facilitating open discussions about managing uncertainty. At the end of the interviews, findings from the conceptual research were shared, and feedback was gathered on their benefit as a basis for candidate support. The interviews were recorded, transcribed, and thematically analysed.
All six interviewees described experiences with knowledge uncertainty and agreed that the conceptual research findings on psychological safety could improve opportunities for candidate support and warranted further investigation. The analysis of the interviews revealed that the interviewees’ experiences of uncertainty stemmed from intrapersonal, interpersonal, and university governance-level interactions. While similarities existed based on stages in the doctoral program, no strong recurring theme of uncertainty emerged. Notably, the differences lay in how the interviewees discussed their experiences of uncertainty.
Some interviewees emphasised the importance of interpersonal support to help them progress:
… the Confirmation panel Chairperson insisted that I rework my research question … I found it confusing. I felt that I must have grossly mistaken something …. my supervisor just said, okay, well, rebuild methodology … I felt uncertain. But she was very encouraging and supportive … I got through the second time, no questions asked … Interviewee Steve
… my methodology was underdeveloped … I was asked to resubmit this section to the confirmation panel … I was stressed about it having to be perfect because I thought failing would be the worst thing in the world. … I remember that being a big thing … I was embarrassed, … an extra hurdle because no one else I knew needed to resubmit … my supervisors were empowering … they both said, redo what you need to … You’ll get through. You’re going to be okay. Interviewee Amy
Other interviewees’ narratives shifted from reflection to reflexivity, demonstrating self-awareness and developing metacognitive strategies to navigate their uncertainties.
So yeah, it was an unhappy period. It was a couple of months of really hating what I was, what I’d done to myself in choosing this particular topic…I just had to ride that wave, you know, think it through, think, really think about what I was doing and why I was doing it, what the product was, what the process was and what the result needed to be in the end.
Interviewee Julie
… a big part of my uncertainty was about paradigms … I couldn’t write my methodology. … I was just not convinced … if I can’t believe in these views about knowledge and reality, I can’t write about this stuff. So that was a hurdle … I was sometimes reading without knowing what would come of it. … then it felt like, oh, this is it … what had been a major period of uncertainty had also been a cognitively shifting one that changed my perception of the world. Interviewee Jack
The extracts illustrate how interviewees navigated uncertainties and liminal spaces, utilising various strategies to move forward. Some narratives show less use of self-awareness, relying on interpersonal support, while others reflect and use reflexivity as a proactive, independent approach to managing uncertainty.
Understanding psychological safety as a multi-dimensional construct and appreciating its demonstrated moderating effect on reflexivity in the workplace provides an opportunity for further investigation. The differences in interviewees’ narratives offer valuable insights regarding reflexivity and the doctoral experience of uncertainty, collectively establishing a basis for exploring psychological safety in the doctoral context.
Jayne Carruthers is a PhD candidate in SORTI, a research centre based in the School of Education at The University of Newcastle, Australia, where she works as a Research Assistant. With a background in Adult Education and Positive Psychology, she has a well-developed interest in fostering autonomous learners. Her PhD research explores psychological safety within doctoral learning and development. Her recent publications include “Conveying the learning self to others: doctoral candidates conceptualising and communicating the complexion of development”
Employers can soon self-correct certain retirement plan contribution errors, thanks to federal regulations published Wednesday.
Beginning March 17, employers may use a self-correction tool to “remedy delays in sending participant contributions, such as employee payroll deductions, and participant loan repayments to retirement plans,” according to a U.S. Department of Labor announcement.
When the change was proposed two years ago, a business-side attorney said employers would likely welcome the option to self-correct as it would streamline the process.
The correction program may allow employers and other plan officials to avoid certain civil enforcement actions and penalties under the Employee Retirement Income Security Act and the Internal Revenue Code, DOL said.
“The Employee Benefits Security Administration is pleased to provide these improvements to our Voluntary Fiduciary Correction Program so that employers and other plan officials can take advantage of streamlined tools to correct legal violations, and America’s workers get full protection for their hard-earned benefits,” said Assistant Secretary for Employee Benefits Security Lisa M. Gomez in a statement.
We’re rounding up recent stories, including a methodology mea culpa and billions of dollars in discharged loan debt.
The Higher Education Inquirer has started the year by digging deeper into the Federal Student Loan Portfolio using the Freedom of Information Act (FOIA) process. If you would like to know something that has not been made public by the US Department of Education (ED), please contact us. ED has a number of additional websites for public information, such as the College Scorecard, Federal Student Aid website, College Navigator, IPEDS data website, and the Closed Schools Monthly Report. But the availability of good data could be reduced in coming years. As usual, we appreciate your comments below.
Image from US Department of Education regarding FOIA Request 25-01935-F
Mississippi Valley State University, a historically Black institution, proudly announced last month that its marching band was invited to perform at Donald Trump’s upcoming inauguration. The university’s president, Jerryl Briggs, described the invitation as a chance to “showcase our legacy” and “celebrate our culture.” A GoFundMe campaign was started in hopes of raising enough money for the Mean Green Marching Machine Band to make its debut on the national stage.
Then the fighting started. Social media exploded with reactions to the move from within and outside of HBCU campus communities, with alumni coming down on both sides of the issue. Some condemned the university for participating in the celebration while others argued the band should embrace its moment in the spotlight. (The band is doing that, heading to the inauguration on Monday.)
The moment felt like déjà vu. During the first Trump administration, in 2017, a group of HBCU leaders spoke with Trump during an impromptu visit to the Oval Office after they met with other government officials. A photo of their interaction with the president went viral, prompting swift backlash and skepticism. “Is it a photo op, is it an opportunity for Trump to put himself next to Black people and smile?” Llewellyn Robinson, a Howard University sophomore at the time, asked The New York Times. “Is that the situation we’re dealing with? Or is it truly a seat at the table?”
The controversy speaks to a tension HBCU leaders face ahead of a second Trump administration, with Republicans controlling both chambers of Congress. On the one hand, they want to foster positive relationships with the powers that be and take advantage of whatever opportunities the new administration can offer their students and institutions. On the other hand, they’re serving communities with deep misgivings about the incoming president.
Most Black voters, 83 percent, voted for Kamala Harris, reported AP VoteCast. And while that’s fewer than the 91 percent who voted for President Biden in 2020, it’s still the vast majority at a time when many Black Americans, including HBCU students, are leery of anti-DEI rhetoric and state laws advanced by Trump supporters. Some have a more tangible worry: that Trump’s talk of abolishing the U.S. Department of Education may threaten the federal financial aid that gets many HBCU students to and through college and helps often cash-starved, tuition-dependent institutions meet their bottom lines.
HBCU leaders and scholars find themselves, once again, thinking through how to navigate a fraught political moment.
“It is sometimes a delicate dance,” said Walter Kimbrough, interim president of Talladega College and the former president of Philander Smith College and Dillard University. He expects some HBCU presidents will avoid “high-profile photo opportunities” with members of the new administration this time around. Even so, “we have to let our constituents know, we have to work with whoever is in the White House. That’s part of the job.”
He also, however, believes part of the job is pushing back on policies that could hurt the sector regardless of who’s in office.
“We need to be consistent on the things that are good for us, to be advocating,” he said, “and the things that we think are problematic, we need to be brave enough to speak up against those, too.”
But doing so can be precarious for HBCU presidents and their institutions, said Melanye Price, a political science professor and director of the Ruth J. Simmons Center for Race and Justice at Prairie View A&M University. “The question is always: Is it better to speak out with the potential of losing whatever ability you have to tend to and care for students, or figure out ways to maneuver within the context that you’re in now and still be able to help students?” Price said.
Efforts to partner with the new Trump administration have already begun. The Thurgood Marshall College Fund, an organization representing public HBCUs, congratulated Trump in a statement after he was elected. They also praised some of the wins HBCUs achieved under his first administration, including the FUTURE Act, which made permanent additional annual funding for minority-serving institutions, and the HBCU PARTNERS Act, which required some federal agencies to submit annual plans describing how they’d make grant programs more accessible to HBCUs.
Michael L. Lomax, president and CEO of the United Negro College Fund, which represents private HBCUs, met with Linda McMahon, Trump’s pick for education secretary, in December. He said in a press release that he found her to be a “good listener” and said they had a “productive discussion” about “issues of importance to HBCUs, HBCU students, the nation’s underserved students and how to improve the avenues of learning for all students.”
“We will continue to work with those elected, because the needs of our institutions and students are urgent,” Lomax added. “Our motto is ‘A mind is a terrible thing to waste,’ but so is an opportunity to advance our HBCU-related goals and objectives.”
Trump has often touted his support for HBCUs during his first term, arguing in a presidential debate last summer that he “got them all funded,” though HBCU leaders have pointed out that many of these successes were initially pushed forward by Congress and signed by the president. It’s also unclear whether support for HBCUs, a meaningful issue to Black voters, will be as much of an emphasis for Trump in his final term now that he’s no longer striving for re-election.
But HBCU leaders express optimism that they can secure some legislative wins in the next four years, given that support for the institutions has historically come from both sides of the aisle. And they plan to keep it that way.
“While I can’t say what the future may hold, I can say that our most recent interactions with the secretary-designate seemed as if we have reason to be positive about the next steps,” said Lodriguez Murray, UNCF’s vice president of public policy and government affairs.
HBCUs achieved some of their goals in partnership with the first Trump administration, Murray noted, including some loan forgiveness for institutions that received federal disaster relief loans as a result of Hurricane Katrina.
Harry Williams, president and CEO of the Thurgood Marshall College Fund, noted another reason for optimism heading into the new Trump term: Most HBCUs are located in red states, so they’ve always developed and relied on positive relationships with Republican lawmakers.
State-level challenges to DEI programming from Republican lawmakers have ramped up anxieties on HBCU campuses about the state and federal political climate for their institutions in the years ahead, Williams said. But “what we have seen, and we’re hoping to continue” is that those same states are still investing in HBCUs. For example, Tennessee recently coughed up funds to keep Tennessee State University afloat, and Florida has made some sizable investments in HBCUs in recent years, he added.
Williams hopes the incoming administration and Congress will echo those state lawmakers in their treatment of HBCUs. “Our strategy is to continue to partner with both sides and continue to forge relationships and create opportunities for our member schools to come and visit” government officials, he said.
Kimbrough said those visits from HBCU representatives are going to be particularly important in the years ahead. Trump had an HBCU graduate and advocate among the ranks of his first administration, he noted—his former aide Omarosa Manigault Newman. But “right now, he doesn’t have anybody who really knows HBCUs at a close [level],” he said, “so we’ve got to do a lot of teaching and educating them about what we do, what our value is to the country.”
With those ties reinforced, HBCU leaders plan to advocate for a long-held policy wish list: higher annual funding, improvements to campuses’ infrastructure, relief for institutions in debt and increases to the Pell Grant, federal financial aid for low-income students that helps the majority of HBCU students pay for college. HBCU leaders also want federal money for campus safety and security measures after a slew of bomb threats against HBCUs in 2022, which some campus leaders contend was inadequately handled by the Federal Bureau of Investigation.
“We don’t believe that a single student needs to have in their mind that something is happening to their institution simply because of what the institution is and who they are,” Murray said.
Murray noted one more priority: increased funding for the Education Department’s Strengthening Historically Black Colleges and Universities program, from about $400 million per year to at least $500 million, to keep pace with inflation.
The day after the election, students in Price’s class on voting rights at Prairie View A&M discussed the results. The same worry came up over and over again: How will they pay for college if Trump abolishes the Department of Education?
According to data from TMCF, more than 75 percent of HBCU students rely on Pell Grants, federal financial aid for low-income students. Price said it’s natural that students are worried about any policy plans that could destabilize financial aid. “There is a palpable fear about what this new administration will bring and that there’s no one to stop them,” she said.
The students’ often tuition-dependent institutions are also vulnerable if changes in financial aid make it difficult for students to pay; most HBCUs don’t have large endowments or megadonors as a safety net.
University of the District of Columbia professors, worried themselves, described a particular kind of pall hanging over their students ahead of Inauguration Day as they prepare for the Trump administration and new members of Congress to settle into the deep-blue district. To acknowledge and address some of students’ fears and worries, two faculty members organized a pre-inauguration teach-in today. It will begin with mindfulness practices, followed by panel discussions and speakers on Washington, D.C., history and politics and how the transition of power could affect the district.
“Students are concerned about what the city will feel like in terms of its receptivity [and] tolerance around diversity,” said Michelle Chatman, associate professor of crime, justice and security studies and the founding director of the Mindful and Courageous Action Lab at UDC. Since Congress has more sway over D.C. than elsewhere, students also worry about programming and curriculum at the HBCU given restrictions on African American studies pushed by Republican lawmakers in other parts of the country. “We want them to feel empowered, and we want to normalize their feelings of concern.”
Amanda Huron, a professor of interdisciplinary social sciences and political science and the director of the D.C. History Lab at UDC, said a teach-in felt like the obvious move in this tense political moment.
“When we think, ‘well, what can we do in this moment, what can we as a university community do’—what we do is teach,” Huron said.
She acknowledged that HBCUs have a difficult balance to strike right now. “HBCUs in the country, we want to thrive, regardless of what’s going on politically, and we need to, because we need to serve our students,” Huron said. At the same time, “we need to make sure that we are always providing spaces for critical and honest and fact-based conversation, so I think it’s important that we’re able to do both things.”
After Donald Trump was elected president in 2016, some faculty canceled classes to allow themselves and students time to process a result that shocked the media and academe.
Campus responses to Trump’s re-election in November seemed more muted. But at Millsaps College, a private Mississippi institution of roughly 600 students, James Bowley said he canceled his Abortion and Religions class meeting the day after the election.
Bowley, a tenured religious studies professor, told Inside Higher Ed the class had only three students, and he knew they were upset about Trump’s re-election. He said he sent them an email with the subject line “no class today” and one line of text: “need time to mourn and process this racist fascist country.”
For what he wrote in that email, Bowley said, the college swiftly barred him from campus and, on Tuesday, fired him—ending his more than 22 years of employment. He’s now fighting to get his job back and said he remains on the payroll while he appeals to the institution’s Board of Trustees.
“This seems to me like the very definition of censorship, and of course it will make every single faculty member fearful of the administration, fearful of sharing their own opinions,” Bowley said. “There are hundreds of historians who would say that the election was a victory for fascism and racism,” he added.
The college didn’t provide interviews Thursday and didn’t answer written questions. The situation appears to be another example of faculty members being punished for commenting on current events—but this time involving communication to a small group of students, according to Bowley. The Foundation for Individual Rights and Expression, a free speech and academic freedom advocacy group, is pushing for Bowley’s reinstatement.
“This is absolutely absurd,” said Haley Gluhanich, a senior program officer in FIRE’s campus rights department. She said that when Bowley was initially suspended, “he was charged with an offense that does not exist in any of the handbooks, so they completely just made up a violation of policy.”
Bowley said one of the students who received the email shared it on Instagram, approvingly, but another student whom he doesn’t know reported it to administrators. Bowley said he got a call from interim provost Stephanie Rolph on Nov. 7, the day after he sent the email, saying he was being placed on leave for it and banned from campus.
“I was shocked, I was dumbfounded, I just could not believe it,” Bowley said.
A copy of a letter from Rolph to Bowley, obtained by Inside Higher Ed, says this leave was “pending a review of the use of your Millsaps email account to share personal opinions with your students.” In the letter, Rolph told Bowley his email account access was cut off and further told him not to “engage with students.”
The suspension dragged on, Bowley said, and three weeks in he filed a grievance against Rolph—which led to a hearing. Then, on Dec. 27, a grievance panel composed of three faculty members ruled that Bowley should be reinstated, according to a copy of the ruling that FIRE provided.
“We recognize that Dr. Bowley has, on multiple occasions, shown poor judgment in his use of campus email,” the committee wrote. But during the hearing, Rolph couldn’t “identify a specific policy that Dr. Bowley violated,” they said. “No policy prohibiting the use of campus email to share personal opinions with students exists in either the Faculty Handbook or the Staff Handbook.”
The panel further recommended that “Rolph issue a formal apology to Dr. Bowley” and that Bowley “be compensated for the loss of income resulting from his removal from the winter study abroad course he had been scheduled to teach.” Bowley told Inside Higher Ed that was a course in Mexico for which he would’ve been paid more than $6,000 and would have had his travel expenses covered.
The panel also concluded that Bowley wasn’t “afforded due process.” It said Rolph had argued that the both the staff handbook and the faculty handbook applied to faculty. It also mentioned unresolved tension between the interim provost’s confidentiality claims and Bowley’s right to the hearing, saying the “interim provost can refuse to answer substantive questions pertaining to the grievance.” (Michael Pickard, chair of the grievance panel and vice president of the college’s Faculty Council, said he couldn’t comment Thursday. Rolph didn’t respond to requests for comment.)
Millsaps president Frank Neville rejected the grievance panel’s report and then fired Bowley on Tuesday, according to Bowley.
Bowley and FIRE said there was an extra twist at the end: FIRE wrote on its website that Bowley was told in a meeting Tuesday that he was also fired for “not clarifying that his views were not that of the college’s. To be clear: The college fired Bowley for an offense … of which he wasn’t accused.”
“The FIRE article is riddled with inaccuracies,” wrote college spokesperson Joey Lee in an email to Inside Higher Ed. He did not specify what those inaccuracies were.
“Because Millsaps does not disclose information about individual employment matters for privacy and confidentiality reasons, the article is based on incomplete information,” he wrote.
Was Bowley fired for more than the email? The college won’t specify, and Bowley didn’t provide a copy of his termination letter.
David Wood, the Faculty Council president, told Inside Higher Ed he doesn’t exactly know why Bowley was fired, but he doesn’t think he should have been. Wood said he’s disappointed in the college administration and “the extreme nature of the punishment.” But he also said he’s disappointed in Bowley.
“This is partly on him as well,” Wood said.
Wood doesn’t believe academic freedom is under threat at Millsaps and thinks “everything was done legally and by our own rules at the college,” he said.
(After this article was initially published Friday, Wood added in an email that he believes the “initial suspension was unfair and unsubstantiated” and that Rolph “exercised very poor judgment in banning James without a hearing.” Wood wrote that he believes “the review continued and shifted because” Rolph “realized she was wrong and had to go fishing for other reasons to fire James. The rest of her investigation I believe was done according to the rules of the Faculty Handbook.”)
Asked whether college leaders were upset with Bowley for previous alleged transgressions, Wood said, “There’s a history there, I’ll just put it that way.”
“James has been a bit reckless in the past, but I do not believe that being terminated was the appropriate punishment,” Wood said. “James likes to push the envelope, let me just put it that way … he’s not going to steer away from controversial issues.”
Bowley, for his part, said that Rolph had verbally reprimanded him before for sharing with students and employees—through email—a brochure for a prayer vigil for Palestinians killed in Gaza that used the term “genocide.”
But Bowley said the postelection email was the primary reason for his firing. Regarding any other accusations, he said, “The administration spent two months trying to find other things, and they allege that there were problems in my other class.”
One accusation leveled at him was “lack of awareness of the status of assignments and grades for a course,” he said. But he wasn’t allowed to appear before a committee to answer such charges, he said, or access his emails and other documents to defend himself.
He also said he’s protested the death penalty and celebrated the legalization of gay marriage and has ended up on the news for such demonstrations.
“The idea of me pushing the envelope is me being an activist,” Bowley said. “I am an activist and people know that.”
Indiana governor Mike Braun signed an executive order Wednesday eliminating diversity, equity and inclusion in all state agencies and replacing it with what he’s calling “MEI”—merit, excellence and innovation.
The order requires all executive branch state agencies to uphold the Supreme Court’s 2023 decision in Students for Fair Admissions vs. Harvard, which prohibited the consideration of race in college admissions, noting that “eliminating racial discrimination means eliminating all of it” and that equal protection applies “without regard to any differences of race, of color, or of nationality.”
Under the order, government offices cannot use state funds, property or resources to support DEI initiatives, require job candidates to issue DEI statements or “mandate any person to disclose their pronouns.” State agencies must review their individual programs and policies for compliance by April 30 and provide a written report to the governor by July 1.
The order also closes the government’s Office of the Chief Equity, Opportunity and Inclusion Officer, which was created in 2020 under Braun’s predecessor, Governor Eric Holcomb.
This makes Indiana the second state this year to eliminate DEI by executive order, following West Virginia.
Among the other executive orders Braun signed during his first week as governor was one requiring the state personnel office to review all job postings and eliminate degree requirements for positions where they’re not necessary.
The past week has been a blur for Fred Farina, the California Institute of Technology’s chief innovation officer, who lost his home in the fires still tearing through Los Angeles.
“Things turned on a dime. One evening we were sitting in our living room and within 10 minutes we had to evacuate,” said Farina, who lived in Altadena, one of the neighborhoods hardest hit by the Eaton fire. “The loss of everything you have is hard to deal with.”
Farina is one of hundreds of faculty, staff and students from colleges and universities across Los Angeles who have been displaced by the wildfires.
While most institutions were spared burn damage to their physical plants, many spent the last week entrenched in immediate recovery efforts. Numerous colleges are raising money to help students and staff secure housing and other basic needs.
Others are opening shelters and food pantries. Pepperdine University’s law school is hosting free remote legal clinics to educate homeowners and lawyers about federal emergency assistance and related issues such as insurance, leases and mortgages. And the University of California, Los Angeles, opened space at its research park for the Federal Emergency Management Agency to use as a disaster recovery center for fire victims living on the city’s Westside.
But beyond efforts to meet their communities’ most pressing needs, colleges in Los Angeles are also figuring out how to move forward and get through a semester already scarred by more than one of the most destructive fires in California history. The priority emerging for most college leaders is moving forward with flexibility and compassion.
“Words seem inadequate to capture the scale of the devastation,” said Thomas F. Rosenbaum, president of Caltech in Pasadena, near where the Eaton fire destroyed 1,400 homes. “The Caltech community has responded with compassion and generosity, seeking to help each other and working heroically to permit Caltech and [the Jet Propulsion Laboratory] to resume their fundamental missions of learning and discovery. We are in this for the long term, and the closeness of our community gives us hope for the future.”
The blaze didn’t reach the Caltech campus itself, but the institute estimates that more than 1,000 students and employees live in an evacuation zone. Of those, more than 90 employees have lost their homes, along with at least 200 employees—many of whom live in the decimated nearby enclave of Altadena—of the Caltech-managed Jet Propulsion Lab.
Caltech was one of the many colleges in Southern California that closed down last week—in addition to Santa Monica College, Pasadena City College and Glendale Community College—as strong winds accelerated the Palisades and Eaton fires and displaced scores of people affiliated with those campuses.
Caltech resumed in-person classes Monday, and most other local colleges have done the same or are planning to in the coming days as the air quality continues to improve. But hundreds of students, staff and faculty are far from resuming life as it was before the fire.
“It’s pretty overwhelming, the things that have to be done to get back to a good situation,” said Farina, who is in the throes of dealing with insurance and disaster relief logistics after losing his home. “There’s so many decisions that have to be made so quickly.”
Although Farina is uncertain about when he’ll find permanent new housing for his family—apartments are scarce and rents have skyrocketed in the past week—Caltech helped him and many other employees secure a temporary place to live. So far, the Caltech and JPL Disaster Relief Fund has raised about $2 million, and the fund is giving that money to help displaced people meet their basic needs in the aftermath of the fires.
Numerous other L.A.-area colleges are also helping their students and employees get access to cash and safe housing, which have emerged as two of the most needed resources more than a week after the fires started.
At California State University at Los Angeles, at least 60 faculty, staff and students lost their homes, and college officials expects that number to grow. The university is raising money and offering basic needs support for those most affected, which includes grants for housing and food as well as adjustments to teaching and learning, as needed. Cal State LA President Berenecea Johnson Eanes said in a memo Wednesday that the institution “will continue to harness the healing power of our university for the long road to recovery.” (This paragraph was updated with information provided after publication.)
The L.A. Foundation for Los Angeles Community Colleges launched the L.A. Strong: Disaster Response Fund, which is raising money to give people financial assistance for housing, transportation, clothing, food and other basic needs.
“What’s most important right now is financial support,” said Alberto J. Román, chancellor of the Los Angeles Community College District, who expected the first round of assistance to be distributed by the end of the week. “We consider these really unprecedented times with an impact, and that’s why we are compassionate and empathetic of individual situations.”
None of LACCD’s nine campuses sustained fire damage, and Román said he doesn’t believe any of the district’s more than 200,000 students and 9,000 employees were injured as a result of the disaster, either.
“The impact that we’ve had has been on folks who’ve been evacuated or lost their homes, road closures preventing people from coming to work or power outages and being without internet,” he said, noting that the colleges transitioned to remote work last week.
Although LACCD resumed in-person operations this week, Román said the district wants to be flexible with students and staff whose lives have been upended by the fires.
“It is important for us to continue instruction,” he said. “It’s a balance between health and safety and ensuring that students can finish their courses.”
Glendale Community College reopened for in-person classes Wednesday, though at least a dozen employees and 20 students lost their homes and dozens more had to evacuate. While officials continue to try and make contact with the 600 students who live in evacuation ZIP codes, the college is also offering extra paid leave for some employees, raising money, supplying students with laptops and helping people connect with other resources.
Smoke and fire could be seen from the Glendale Community College’s Verdugo campus last week.
Glendale Community College
Tzoler Oukayan, dean of student affairs at Glendale CC, said the college is allowing students to withdraw from their classes without facing a penalty.
“The challenge is that a lot of our students in these areas didn’t—and some still don’t—have power. Access to the internet and their classes has been very challenging,” she said. “It was important for us to open up campus and give people a place to just be.”
Empathy and compassion will also be a priority for Mount St. Mary’s University president Ann McElaney-Johnson when her campus reopens. As of Thursday, the university’s Chalon campus—which is about three miles from the burn path of the Palisades fire—was still under evacuation orders and four faculty members so far have lost their homes.
“The impact of the fire—once we’ve ascertained what it is—is going to be tremendous. So, we really want to make sure we’re caring for our community as we move forward,” McElaney-Johnson said, adding that the university is using money from its operations budget to provide staff and students with financial assistance. “We’ll pick up where we need to, but there will be special attention. Some of the plans for different projects can get put on hold. Right now, the only thing that really matters is the safety and well-being of this community.”
That’s the approach California State University, Chico, took in 2018, when it reopened two weeks after the Camp fire destroyed the homes of more than 300 faculty, staff and students.
“We made sure that we had all of the exceptions and support systems in place to prioritize the people who were part of our community, to make sure our eye was on their long-term success,” said Ashley Gebb, executive director of communications at Chico State. “We were focused on healing more than academics. It was about how we could get students to the end of semester with their well-being as a priority.”
While Gebb said Chico State was “one of the first to have a community leveled by a fire like this,” the fires in Southern California this month have proven that catastrophes of this scale are becoming more common.
Meredith Leigh, climate programs manager for Second Nature, a nonprofit focused on higher education’s role in climate action, said it’s a signal that higher education institutions across the country should be prepared to navigate increasingly drastic events.
“While campuses across our network have taken steps to increase climate resilience and adaptation, the scale and impact of the current fires (as well as recent floods in the East) is novel in its intensity,” she said. “In this way, the biggest lesson for campuses across the nation is to shift the mental model for resiliency and emergency management—away from planning and implementation based on what has happened in the past, toward what are certain to be more frequent and intense events that previously seemed ‘unimaginable.’”
