Tag: Analysis

  • A topic modelling analysis of higher education research published between 2000 and 2021

    A topic modelling analysis of higher education research published between 2000 and 2021

    by Yusuf Oldac and Francisco Olivas

    We recently embarked upon a project to explore the development of higher education research topics over the last decades. The results were published in Review of Education. Our aim was to thematically map the field of research on higher education and to analyse how the field has evolved over time between 2000 and 2021. This blog post summarises our findings and reflects on the implications for HE research.

    HE research continues to grow. HE researchers are located in globally diverse geographical locations and publish on diversifying topics. Studies focusing on the development of HE with a global-level analysis are increasingly emerging. However, most of these studies are limited to scientometric network analyses that do not include a content-related focus. In addition, they are deductive, indicating that they tried to fit their new findings into existing categories. Recently, Daenekindt and Huisman (2020) were able to capture the scholarly literature on higher education through an analysis of latent themes by utilising topic modelling. This approach got attention in the literature, and the study’s contribution was highlighted in an earlier SRHE blog post. We also found their study useful and built on it in our novel analysis. However, their analysis focused only on generating topics from a wide range of higher education journals and did not identify explanatory factors, such as change over the years or the location of publication. After identifying this gap, we worked towards moving one step further.

    A central contribution of our study is the inclusion of a set of research content explanatory factors, namely: time, region, funding, collaboration type, and journals, to investigate the topics of HE research. In methodological terms, our study moves ahead of the description of the topic prevalence to the explanation of the prevalence utilizing structural topic modelling (Roberts et al, 2013).

    Structural topic modelling is a machine learning technique that examines the content of provided text to learn patterns in word usage without human supervision in a replicable and transparent way (Mohr & Bogdanov, 2013). This powerful technique expands the methodological repertoire of higher education research. On one hand, computational methods make it possible to extract meaning from large datasets; on the other, they allow the prediction of emerging topics by integrating the strengths of both quantitative and qualitative approaches. Nevertheless, many scholars in HE remain reluctant to engage with such methods, reflecting a degree of methodological conservatism or tunnel vision (see Huisman and Daenekindt’s SRHE blog post).

    In this blog post, our intention is not to go deep into the minute details of this methodological technique, but to share a glimpse of our main findings through the use of such a technique. With the corpus of all papers published between 2000 and 2021 in the top six generalist journals of higher education, as listed by Cantwell et al (2022) and Kwiek (2021) both, we analysed a dataset of 6,562 papers. As a result, we identified 15 emergent research topics and several major patterns that highlight the thematic changes over the last decades. Below, we share some of our findings, accompanied by relevant visualisations.

    Glimpse at the main findings with relevant visuals

    The emergent 15 higher education topics and three visibly rising ones

    Our topic modelling analysis revealed 15 distinct topics, which are largely in line with the topics discussed in previous studies on this line (eg Teichler, 1996; Tight, 2003; Horta & Jung, 2014). However, there are added nuances in our analysis. For example, the most prevalent topics are policy and teaching/learning, which are widely acknowledged in the field, but new themes have emerged and strengthened over time. These themes include identity politics and discrimination, access, and employability. These areas, conceptually linked to social justice, have become central to higher education research, especially in US-based journals but not limited to them. The visual below demonstrates the changes over the years for all 15 topics.

    • The Influence of funding on higher education research topics

    Research funding plays a crucial role in shaping certain topics, particularly gender inequality, access, and doctoral education. Studies that received funding exhibited a higher prevalence of these socially significant topics, underscoring the importance of targeted funding to support research with social impact. The data visualisation below summarises the influence of reported funding for each topic. The novelty of this pattern needs to be highlighted because we have not come across a previous study looking into the influence of funding existence on research topics in the higher education field.

    • The impact of collaboration on higher education research topics

    Collaborative publications are more prevalent in topics such as teaching and learning, and diversity and social relations. By contrast, theoretical discussions, identity politics, policy, employability, and institutional management are more common in solo-authored papers. This pattern aligns with the nature of these topics and the data requirements for research. Please see the visualised data below.

    We highlight that although the relationship between collaboration and citation impact or researcher productivity is well studied, we are not aware of any evidence of the effect of collaboration patterns on topic prevalence, particularly in studies focusing on higher education. So, this finding is a novel contribution to higher education research.

    • Higher education journals’ topic preferences

    Although the six leading journals claim to be generalist, our analysis shows they have differing publication preferences. For example, Higher Education focuses on policy and university governance, while Higher Education Research and Development stands out for teaching/learning and indigenous knowledge. Journal of Higher Education and Review of Higher Education, two US-based journals, have the highest prevalence of identity politics and discrimination topics. Last, Studies in Higher Education has a significantly higher prevalence in teaching and learning, theoretical discussions, doctoral education, and emotions, burnout and coping than most of the journals.

    • Regional differences in higher education research topics

    Topic focus varies significantly by the region of the first author. First, studies from Asia exhibit the highest prevalence of academic work and institutional management. Studies from Africa show a higher prevalence of identity politics and discrimination. Moreover, studies published by first authors from Eastern European countries stand out with the higher prevalence of employability. Lastly, the policy topic has a high prevalence across all regions. However, studies with first authors from Asia, Eastern Europe, Africa, and Latin America and the Caribbean showed a higher prevalence of policy research in higher education than those from North America and Western Europe. By contrast, indigenous knowledge is most prominent in Western Europe (including Australia and New Zealand). The figure below demonstrates these in visual format.

    Concluding remarks

    Higher education research has grown and diversified dramatically over the past two decades. The field is now established globally, with an ever-expanding array of topics and contributors. In this blog post, we shared the results of our analysis in relation to the influence of targeted funding, collaborative practices, regional differences, and journal preferences on higher education research topics. We have also indicated that certain topics have risen in prevalence in the last two decades. More patterns are included in the main research study published in Review of Education.

    It is important to note that we could only include the higher education papers published up to 2021, the latest available data year when we started the analyses. The impact of generative artificial intelligence and recent major shifts in the global geopolitics, including the new DEI policies in the US and overall securitisation of science tendencies, may not be reflected fully in this dataset. These themes are very recent, and future studies, including replications with similar approaches, may help provide newly emerging patterns.

    Dr Yusuf Oldac is an Assistant Professor in the Department of Education Policy and Leadership at The Education University of Hong Kong. He holds a PhD degree from the University of Oxford, where he received a full scholarship. Dr Oldac’s research spans international and comparative higher education, with a current focus on global science and knowledge production in university settings.

    Dr Francisco Olivas obtained his PhD in Sociology from The Chinese University of Hong Kong. He joined Lingnan University in August 2021. His research lies in the intersections between cultural sociology, social stratification, and subjective well-being, using quantitative and computational methods.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • In Los Angeles, 45 Elementary Schools Beat the Odds in Teaching Kids to Read – The 74

    In Los Angeles, 45 Elementary Schools Beat the Odds in Teaching Kids to Read – The 74

    This article is part of Bright Spots, a series highlighting schools where every child learns to read, no matter their zip code. Explore the Bright Spots map to find out which schools are beating the odds in terms of literacy versus poverty rates.

    This story is part of The 74’s special coverage marking the 65th anniversary of the Los Angeles Unified School District. Read all our stories here.

    When The 74 started looking for schools that were doing a good job teaching kids to read, we began with the data. We crunched the numbers for nearly 42,000 schools across all 50 states and Washington, D.C. and identified 2,158 that were beating the odds by significantly outperforming what would be expected given their student demographics. 

    Seeing all that data was interesting. But they were just numbers in a spreadsheet until we decided to map out the results. And that geographic analysis revealed some surprising findings. 

    For example, we found that, based on our metrics, two of the three highest-performing schools in California happened to be less than 5 miles apart from each other in Los Angeles. 

    The PUC Milagro Charter School came out No. 1 in the state of California. With 91% of its students in poverty, our calculations projected it would have a third grade reading rate of 27%. Instead, 92% of its students scored proficient or above. Despite serving a high-poverty student population, the school’s literacy scores were practically off the charts.  

    PUC Milagro is a charter school, and charters tended to do well in our rankings. Nationally, they made up 7% of all schools in our sample but 11% of those that we identified as exceptional. 

    But some district schools are also beating the odds. Just miles away from PUC Milagro is our No. 3-rated school in California, Hoover Street Elementary. It is a traditional public school run by the Los Angeles Unified School District. With 92% of its students qualifying for free- or reduced-price lunch, our calculations suggest that only 23% of its third graders would likely be proficient in reading. Instead, its actual score was 78%. 

    For this project, we used data from 2024, and Hoover Street didn’t do quite as well in 2025. (Milagro continued to perform admirably.)

    Still, as Linda Jacobson reported last month, the district as a whole has been making impressive gains in reading and math over the last few years. In 2025, it reported its highest-ever performance on California’s state test. Moreover, those gains were broadly shared across the district’s most challenging, high-poverty schools. 

    Our data showed that the district as a whole slightly overperformed expectations, based purely on the economic challenges of its students. We also found that, while Los Angeles is a large, high-poverty school district, it had a disproportionately large share of what we identified as the state’s “bright spot” schools. L.A. accounted for 8% of all California schools in our sample but 16% of those that are the most exceptional. 

    All told, we found 45 L.A. district schools that were beating the odds and helping low-income students read proficiently. Some of these were selective magnet schools, but many were not. 

    Map of Los Angeles Area Bright Spots

    Some of the schools on the map may not meet most people’s definition of a good school, let alone a great one. For example, at Stanford Avenue Elementary, 47% of its third graders scored proficient in reading in 2024. That may not sound like very many, but 97% of its students are low-income, and yet it still managed to outperform the rest of the state by 4 percentage points. (It did even a bit better in 2025.)

    Schools like Stanford Avenue Elementary don’t have the highest scores in California. On the surface, they don’t look like they’re doing anything special. But that’s why it’s important for analyses like ours to consider a school’s demographics. High-poverty elementary schools that are doing a good job of helping their students learn to read deserve to be celebrated for their results.


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  • Mindfulness is Gaining Traction in American Schools, But It Isn’t Clear What Students Are Learning – The 74

    Mindfulness is Gaining Traction in American Schools, But It Isn’t Clear What Students Are Learning – The 74

    In the past 20 years in the U.S., mindfulness transitioned from being a new-age curiosity to becoming a more mainstream part of American culture, as people learned more about how mindfulness can reduce their stress and improve their well-being.

    Researchers estimate that over 1 million children in the U.S. have been exposed to mindfulness in their schools, mostly at the elementary level, often taught by classroom teachers or school counselors.

    I have been researching mindfulness in K-12 American schools for 15 years. I have investigated the impact of mindfulness on students, explored the experiences of teachers who teach mindfulness in K-12 schools, and examined the challenges and benefits of implementing mindfulness in these settings.

    I have noticed that mindfulness programs vary in what particular mindfulness skills are taught and what lesson objectives are. This makes it difficult to compare across studies and draw conclusions about how mindfulness helps students in schools.

    What is mindfulness?

    Different definitions of mindfulness exist.

    Some people might think mindfulness means simply practicing breathing, for example.

    A common definition from Jon Kabat-Zinn, a mindfulness expert who helped popularize mindfulness in Western countries, says mindfulness is about “paying attention in a particular way, on purpose, nonjudgmentally, in the present moment.”

    Essentially, mindfulness is a way of being. It is a person’s approach to each moment and their orientation to both inner and outer experience, the pleasant and the unpleasant. Fundamental to mindfulness is how a person chooses to direct their attention.

    In practice, mindfulness can involve different practices, including guided meditations, mindful movement and breathing. Mindfulness programs can also help people develop a variety of skills, including openness to experiences and more focused attention.

    Practicing mindfulness at schools

    A few years ago, I decided to investigate school mindfulness programs themselves and consider what it means for children to learn mindfulness at schools. What do the programs actually teach?

    I believe that understanding this information can help educators, parents and policymakers make more informed decisions about whether mindfulness belongs in their schools.

    In 2023, my colleagues and I conducted a deep dive into 12 readily available mindfulness curricula for K-12 students to investigate what the programs contained. Across programs, we found no consistency of content, teaching practices or time commitment.

    For example, some mindfulness programs in K-12 schools incorporate a lot of movement, with some specifically teaching yoga poses. Others emphasize interpersonal skills such as practicing acts of kindness, while others focus mostly on self-oriented skills such as focused attention, which may occur by focusing on one’s breath.

    We also found that some programs have students do a lot of mindfulness practices, such as mindful movement or mindful listening, while others teach about mindfulness, such as learning how the brain functions.

    Finally, the number of lessons in a curriculum ranged from five to 44, meaning some programs occurred over just a few weeks and some required an entire school year.

    Despite indications that mindfulness has some positive impacts for school-age children, the evidence is also not consistent, as shown by other research.

    One of the largest recent studies of mindfulness in schools found in 2022 no change in students who received mindfulness instruction.

    Some experts believe, though, that the lack of results in this 2022 study on mindfulness was partially due to a curriculum that might have been too advanced for middle school-age children.

    The connection between mindfulness and education

    Since attention is critical for students’ success in school, it is not surprising that mindfulness appeals to many educators.

    Research on student engagement and executive functioning supports the claim that any student’s ability to filter out distractions and prioritize the objects of their thoughts improves their academic success.

    Mindfulness programs have been shown to improve students’ mental health and decrease students’ and teachers’ stress levels.

    Mindfulness has also been shown to help children emotionally regulate.

    Even before social media, teachers perennially struggled to get students to pay attention. Reviews of multiple studies have shown some positive effects of mindfulness on outcomes, including improvements in academic achievement and school adjustment.

    A 2023 report from the Centers for Disease Control and Prevention cites mindfulness as one of six evidence-based strategies K-12 schools should use to promote students’ mental health and well-being.

    A relatively new trend

    Knowing what is in the mindfulness curriculum, how it is taught and how long the student spends on mindfulness matters. Students may be learning very different skills with significantly different amounts of time to reinforce those skills.

    Researchers suggest, for example, that mindfulness programs most likely to improve academic or mental health outcomes of children offer activities geared toward their developmental level, such as shorter mindfulness practices and more repetition.

    In other words, mindfulness programs for children cannot just be watered down versions of adult programs.

    Mindfulness research in school settings is still relatively new, though there is encouraging data that mindfulness can sharpen skills necessary for students’ academic success and promote their mental health.

    In addition to the need for more research on the outcomes of mindfulness, it is important for educators, parents, policymakers and researchers to look closely at the curriculum to understand what the students are actually doing.

    This article is republished from The Conversation under a Creative Commons license. Read the original article.

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  • 150K fewer international students this fall? That’s what one analysis predicts.

    150K fewer international students this fall? That’s what one analysis predicts.

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    Dive Brief:

    • International enrollment at U.S. colleges could drop by as much as 150,000 students this fall unless the federal government ramps up its issuing of visas this summer, according to recent projections from NAFSA: Association of International Educators. 
    • The financial consequences could be severe. A 30% to 40% decline in new foreign students would lead to a 15% overall drop in international enrollment and, with it, a potential loss of $7 billion in revenue for colleges and 60,000 higher education jobs, NAFSA estimated. 
    • The organization attributed the projected decline to various Trump administration actions, including travel bans and an earlier suspension of visa interviews. NAFSA called on Congress to direct the State Department to expedite processing for student visas. 

    Dive Insight:

    Preliminary data from early this year suggested “flat to modest growth” in international student enrollment, but NASFA pointed to policy changes that could alter the landscape ahead.

    Since President Donald Trump retook office this year, many in the higher education world have worried international enrollment would decline in response to his policies and the perceptions abroad about America and how welcoming it will be to foreign students. 

    His administration has indeed taken an aggressive stance on admitting students from outside the U.S. In June, Trump signed an executive order banning travel from 12 countries and imposing restrictions on seven others. And the president has recently considered bans on 36 more countries

    Also in June, the State Department announced expanded screening that included surveillance of social media posts for applicants of F, M and J nonimmigrant visas. 

    That followed an announcement in May from Secretary of State Marco Rubio that the U.S. would move to “aggressively revoke” visas for Chinese students. Trump later appeared to walk back that stance on social media, adding more confusion as to the administration’s actual policy.

    NAFSA pointed to reports of limited to no visa review appointments for prospective international students in India, China, Nigeria and Japan. The organization noted that India and China send the most international students to the U.S., while Nigeria and Japan are the seventh and 13th leading home countries, respectively. 

    On top of those moves, the administration has demonstrated interest in using international student enrollment as leverage against institutions and activists in Trump’s crosshairs. 

    Through various directives, for example,Trump and his government have tried to bar Harvard from enrolling international students in the administration’s ongoing feud with the university. Each of those efforts have been temporarily blocked in court. Had they not been, the consequences for Harvard would likely be dire. In the 2024-25 academic year, the Ivy League university’s roughly 6,800 foreign students made up 27.2% of its student body.  

    Earlier this year, the administration also moved to deny visas for pro-Palestinian protestors

    A July report from analysts with Moody’s ratings services pointed to the potential financial fallout for colleges from declines in international enrollment. They noted that foreign students tend to pay full tuition and fees, heightening the potential revenue impact. 

    A stress test by the analysts found that for 130 colleges they rate, a 20% drop in international enrollment would translate into a 0.5 percentage-point hit to their earnings margin before taxes, interest, depreciation and amortization. For 18 colleges, EBITDA margin loss would be 2 to 8 points. Those with already low margins could face “significant financial stress,” the analysts said.

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  • AI and Art Collide in This Engineering Course That Puts Human Creativity First – The 74

    AI and Art Collide in This Engineering Course That Puts Human Creativity First – The 74

    I see many students viewing artificial intelligence as humanlike simply because it can write essays, do complex math or answer questions. AI can mimic human behavior but lacks meaningful engagement with the world.

    This disconnect inspired my course “Art and Generative AI,” which was shaped by the ideas of 20th-century German philosopher Martin Heidegger. His work highlights how we are deeply connected and present in the world. We find meaning through action, care and relationships. Human creativity and mastery come from this intuitive connection with the world. Modern AI, by contrast, simulates intelligence by processing symbols and patterns without understanding or care.

    In this course, we reject the illusion that machines fully master everything and put student expression first. In doing so, we value uncertainty, mistakes and imperfection as essential to the creative process.

    This vision expands beyond the classroom. In the 2025-26 academic year, the course will include a new community-based learning collaboration with Atlanta’s art communities. Local artists will co-teach with me to integrate artistic practice and AI.

    The course builds on my 2018 class, Art and Geometry, which I co-taught with local artists. The course explored Picasso’s cubism, which depicted reality as fractured from multiple perspectives; it also looked at Einstein’s relativity, the idea that time and space are not absolute and distinct but part of the same fabric.

    What does the course explore?

    We begin with exploring the first mathematical model of a neuron, the perceptron. Then, we study the Hopfield network, which mimics how our brain can remember a song from just listening to a few notes by filling in the rest. Next, we look at Hinton’s Boltzmann Machine, a generative model that can also imagine and create new, similar songs. Finally, we study today’s deep neural networks and transformers, AI models that mimic how the brain learns to recognize images, speech or text. Transformers are especially well suited for understanding sentences and conversations, and they power technologies such as ChatGPT.

    In addition to AI, we integrate artistic practice into the coursework. This approach broadens students’ perspectives on science and engineering through the lens of an artist. The first offering of the course in spring 2025 was co-taught with Mark Leibert, an artist and professor of the practice at Georgia Tech. His expertise is in art, AI and digital technologies. He taught students fundamentals of various artistic media, including charcoal drawing and oil painting. Students used these principles to create art using AI ethically and creatively. They critically examined the source of training data and ensured that their work respects authorship and originality.

    Students also learn to record brain activity using electroencephalography – EEG – headsets. Through AI models, they then learn to transform neural signals into music, images and storytelling. This work inspired performances where dancers improvised in response to AI-generated music.

    The Improv AI performance at Georgia Institute of Technology on April 15, 2025. Dancers improvised to music generated by AI from brain waves and sonified black hole data.

    Why is this course relevant now?

    AI entered our lives so rapidly that many people don’t fully grasp how it works, why it works, when it fails or what its mission is.

    In creating this course, the aim is to empower students by filling that gap. Whether they are new to AI or not, the goal is to make its inner algorithms clear, approachable and honest. We focus on what these tools actually do and how they can go wrong.

    We place students and their creativity first. We reject the illusion of a perfect machine, but we provoke the AI algorithm to confuse and hallucinate, when it generates inaccurate or nonsensical responses. To do so, we deliberately use a small dataset, reduce the model size or limit training. It’s in these flawed states of AI that students step in as conscious co-creators. The students are the missing algorithm that takes back control of the creative process. Their creations do not obey AI but reimagine it by the human hand. The artwork is rescued from automation.

    What’s a critical lesson from the course?

    Students learn to recognize AI’s limitations and harness its failures to reclaim creative authorship. The artwork isn’t generated by AI, but it’s reimagined by students.

    Students learn chatbot queries have an environmental cost because large AI models use a lot of power. They avoid unnecessary iterations when designing prompts or using AI. This helps reducing carbon emissions.

    The Improv AI performance on April 15, 2025, featured dancer Bekah Crosby responding to AI-generated music from brain waves.

    The course prepares students to think like artists. Through abstraction and imagination they gain the confidence to tackle the engineering challenges of the 21st century. These include protecting the environment, building resilient cities and improving health.

    Students also realize that while AI has vast engineering and scientific applications, ethical implementation is crucial. Understanding the type and quality of training data that AI uses is essential. Without it, AI systems risk producing biased or flawed predictions.

    Uncommon Courses is an occasional series from The Conversation U.S. highlighting unconventional approaches to teaching.

    This article is republished from The Conversation under a Creative Commons license. Read the original article.

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  • Survey of 1500 Kids Suggests School Phone Bans Have Important but Limited Effects – The 74

    Survey of 1500 Kids Suggests School Phone Bans Have Important but Limited Effects – The 74


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    In Florida, a bill that bans cellphone use in elementary and middle schools, from bell to bell, recently sailed through the state Legislature.

    Gov. Ron DeSantis signed it into law on May 30, 2025. The same bill calls for high schools in six Florida districts to adopt the ban during the upcoming school year and produce a report on its effectiveness by Dec. 1, 2026.

    But in the debate over whether phones should be banned in K-12 schools – and if so, howstudents themselves are rarely given a voice.

    We are experts in media use and public health who surveyed 1,510 kids ages 11 to 13 in Florida in November and December 2024 to learn how they’re using digital media and the role tech plays in their lives at home and at school. Their responses were insightful – and occasionally surprising.

    Adults generally cite four reasons to ban phone use during school: to improve kids’ mental health, to strengthen academic outcomes, to reduce cyberbullying and to help limit kids’ overall screen time.

    But as our survey shows, it may be a bit much to expect a cellphone ban to accomplish all of that.

    What do kids want?

    Some of the questions in our survey shine light on kids’ feelings toward banning cellphones – even though we didn’t ask that question directly.

    We asked them if they feel relief when they’re in a situation where they can’t use their smartphone, and 31% said yes.

    Additionally, 34% of kids agreed with the statement that social media causes more harm than good.

    And kids were 1.5 to 2 times more likely to agree with those statements if they attended schools where phones are banned or confiscated for most of the school day, with use only permitted at certain times. That group covered 70% of the students we surveyed because many individual schools or school districts in Florida have already limited students’ cellphone use.

    How students use cellphones matters

    Some “power users” of cellphone apps could likely use a break from them.

    Twenty percent of children we surveyed said push notifications on their phones — that is, notifications from apps that pop up on the phone’s screen — are never turned off. These notifications are likely coming from the most popular apps kids reported using, like YouTube, TikTok and Instagram.

    This 20% of children was roughly three times more likely to report experiencing anxiety than kids who rarely or never have their notifications on.

    They were also nearly five times more likely to report earning mostly D’s and F’s in school than kids whose notifications are always or sometimes off.

    Our survey results also suggest phone bans would likely have positive effects on grades and mental health among some of the heaviest screen users. For example, 22% of kids reported using their favorite app for six or more hours per day. These students were three times more likely to report earning mostly D’s and F’s in school than kids who spend an hour or less on their favorite app each day.

    They also were six times more likely than hour-or-less users to report severe depression symptoms. These insights remained even after ruling out numerous other possible explanations for the difference — like age, household income, gender, parent’s education, race and ethnicity.

    Banning students’ access to phones at school means these kids would not receive notifications for at least that seven-hour period and have fewer hours in the day to use apps.

    Phones and mental health

    However, other data we collected suggests that bans aren’t a universal benefit for all children.

    Seventeen percent of kids who attend schools that ban or confiscate phones report severe depression symptoms, compared with just 4% among kids who keep their phones with them during the school day.

    This finding held even after we ruled out other potential explanations for what we were seeing, such as the type of school students attend and other demographic factors.

    We are not suggesting that our survey shows phone bans cause mental health problems.

    It is possible, for instance, that the schools where kids already were struggling with their mental health simply happened to be the ones that have banned phones. Also, our survey didn’t ask kids how long phones have been banned at their schools. If the bans just launched, there may be positive effects on mental health or grades yet to come.

    In order to get a better sense of the bans’ effects on mental health, we would need to examine mental health indicators before and after phone bans.

    To get a long-term view on this question, we are planning to do a nationwide survey of digital media use and mental health, starting with 11- to 13-year-olds and tracking them into adulthood.

    Even with the limitations of our data from this survey, however, we can conclude that banning phones in schools is unlikely to be an immediate solution to mental health problems of kids ages 11-13.

    Grades up, cyberbullying down

    Students at schools where phones are barred or confiscated didn’t report earning higher grades than children at schools where kids keep their phones.

    This finding held for students at both private and public schools, and even after ruling out other possible explanations like differences in gender and household income, since these factors are also known to affect grades.

    There are limits to our findings here: Grades are not a perfect measure of learning, and they’re not standardized across schools. It’s possible that kids at phone-free schools are in fact learning more than those at schools where kids carry their phones around during school hours – even if they earn the same grades.

    We asked kids how often in the past three months they’d experienced mistreatment online – like being called hurtful names or having lies or rumors spread about them. Kids at schools where phone use is limited during school hours actually reported enduring more cyberbullying than children at schools with less restrictive policies. This result persisted even after we considered smartphone ownership and numerous demographics as possible explanations.

    We are not necessarily saying that cellphone bans cause an increase in cyberbullying. What could be at play here is that at schools where cyberbullying has been particularly bad, phones have been banned or are confiscated, and online bullying still occurs.

    But based on our survey results, it does not appear that school phone bans prevent cyberbullying.

    Overall, our findings suggest that banning phones in schools may not be an easy fix for students’ mental health problems, poor academic performance or cyberbullying.

    That said, kids might benefit from phone-free schools in ways that we have not explored, like increased attention spans or reduced eyestrain.

    This article is republished from The Conversation under a Creative Commons license. Read the original article.


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  • Taking Intermittent Quizzes Reduces Achievement Gaps & Enhances Online Learning – The 74

    Taking Intermittent Quizzes Reduces Achievement Gaps & Enhances Online Learning – The 74

    Inserting brief quiz questions into an online lecture can boost learning and may reduce racial achievement gaps, even when students are tuning in remotely in a distracting environment.

    That’s a main finding of our recent research published in Communications Psychology. With co-authors Dahwi Ahn, Hymnjyot Gill and Karl Szpunar, we present evidence that adding mini-quizzes into an online lecture in science, technology, engineering or mathematics – collectively known as STEM – can boost learning, especially for Black students.

    In our study, we included over 700 students from two large public universities and five two-year community colleges across the U.S. and Canada. All the students watched a 20-minute video lecture on a STEM topic. Each lecture was divided into four 5-minute segments, and following each segment, the students either answered four brief quiz questions or viewed four slides reviewing the content they’d just seen.

    This procedure was designed to mimic two kinds of instructions: those in which students must answer in-lecture questions and those in which the instructor regularly goes over recently covered content in class.

    All students were tested on the lecture content both at the end of the lecture and a day later.

    When Black students in our study watched a lecture without intermittent quizzes, they underperformed Asian, white and Latino students by about 17%. This achievement gap was reduced to a statistically nonsignificant 3% when students answered intermittent quiz questions. We believe this is because the intermittent quizzes help students stay engaged with the lecture.

    To simulate the real-world environments that students face during online classes, we manipulated distractions by having some participants watch just the lecture; the rest watched the lecture with either distracting memes on the side or with TikTok videos playing next to it.

    Surprisingly, the TikTok videos enhanced learning for students who received review slides. They performed about 8% better on the end-of-day tests than those who were not shown any memes or videos, and similar to the students who answered intermittent quiz questions. Our data further showed that this unexpected finding occurred because the TikTok videos encouraged participants to keep watching the lecture.

    For educators interested in using these tactics, it is important to know that the intermittent quizzing intervention only works if students must answer the questions. This is different from asking questions in a class and waiting for a volunteer to answer. As many teachers know, most students never answer questions in class. If students’ minds are wandering, the requirement of answering questions at regular intervals brings students’ attention back to the lecture.

    This intervention is also different from just giving students breaks during which they engage in other activities, such as doodling, answering brain teaser questions or playing a video game.

    Why it matters

    Online education has grown dramatically since the pandemic. Between 2004 and 2016, the percentage of college students enrolling in fully online degrees rose from 5% to 10%. But by 2022, that number nearly tripled to 27%.

    Relative to in-person classes, online classes are often associated with lower student engagement and higher failure and withdrawal rates.

    Research also finds that the racial achievement gaps documented in regular classroom learning are magnified in remote settings, likely due to unequal access to technology.

    Our study therefore offers a scalable, cost-effective way for schools to increase the effectiveness of online education for all students.

    What’s next?

    We are now exploring how to further refine this intervention through experimental work among both university and community college students.

    As opposed to observational studies, in which researchers track student behaviors and are subject to confounding and extraneous influences, our randomized-controlled study allows us to ascertain the effectiveness of the in-class intervention.

    Our ongoing research examines the optimal timing and frequency of in-lecture quizzes. We want to ensure that very frequent quizzes will not hinder student engagement or learning.

    The results of this study may help provide guidance to educators for optimal implementation of in-lecture quizzes.

    The Research Brief is a short take on interesting academic work.

    This article is republished from The Conversation under a Creative Commons license. Read the original article.

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  • Why History Instruction is Critical for Combating Online Misinformation – The 74

    Why History Instruction is Critical for Combating Online Misinformation – The 74

    Can you tell fact from fiction online? In a digital world, few questions are more important or more challenging.

    For years, some commentators have called for K-12 teachers to take on fake news, media literacy, or online misinformation by doubling down on critical thinking. This push for schools to do a better job preparing young people to differentiate between low- and high-quality information often focuses on social studies classes.

    As an education researcher and former high school history teacher, I know that there’s both good and bad news about combating misinformation in the classroom. History class can cultivate critical thinking – but only if teachers and schools understand what critical thinking really means.

    Not just a ‘skill’

    First, the bad news.

    When people demand that schools teach critical thinking, it’s not always clear what they mean. Some might consider critical thinking a trait or capacity that teachers can encourage, like creativity or grit. They could believe that critical thinking is a mindset: a habit of being curious, skeptical and reflective. Or they might be referring to specific skills – for instance, that students should learn a set of steps to take to assess information online.

    Unfortunately, cognitive science research has shown that critical thinking is not an abstract quality or practice that can be developed on its own. Cognitive scientists see critical thinking as a specific kind of reasoning that involves problem-solving and making sound judgments. It can be learned, but it relies on specific content knowledge and does not necessarily transfer between fields.

    Early studies on chess players and physicists in the 1970s and ’80s helped show how the kind of flexible and reflective cognition often called critical thinking is really a product of expertise. Chess masters, for instance, do not start out with innate talent. In most cases, they gain expertise by hours of thoughtfully playing the game. This deliberate practice helps them recognize patterns and think in novel ways about chess. Chess masters’ critical thinking is a product of learning, not a precursor.

    Because critical thinking develops in specific contexts, it does not necessarily transfer to other types of problem-solving. For example, chess advocates might hope the game improves players’ intelligence, and studies do suggest learning chess may help elementary students with the kind of pattern recognition they need for early math lessons. However, research has found that being a great chess player does not make people better at other kinds of complex critical thinking.

    Historical thinking

    Since context is key to critical thinking, learning to analyze information about current events likely requires knowledge about politics and history, as well as practice at scrutinizing sources. Fortunately, that is what social studies classes are for.

    Social studies researchers often describe this kind of critical thinking as “historical thinking”: a way to evaluate evidence about the past and assess its reliability. My own research has shown that high school students can make relatively quick progress on some of the surface features of historical thinking, such as learning to check a text’s date and author. But the deep questioning involved in true historical thinking is much harder to learn.

    Social studies classrooms can also build what researchers call “civic online reasoning.” Fact-checking is complex work. It is not enough to tell young people that they should be wary online, or to trust sites that end in “.org” instead of “.com.” Rather than learning general principles about online media, civic online reasoning teaches students specific skills for evaluating information about politics and social issues.

    Still, learning to think like a historian does not necessarily prepare someone to be a skeptical news consumer. Indeed, a recent study found that professional historians performed worse than professional fact-checkers at identifying online misinformation. The misinformation tasks the historians struggled with focused on issues such as bullying or the minimum wage – areas where they possessed little expertise.

    Powerful knowledge

    That’s where background knowledge comes in – and the good news is that social studies can build it. All literacy relies on what readers already know. For people wading through political information and news, knowledge about history and civics is like a key in the ignition for their analytical skills.

    Readers without much historical knowledge may miss clues that something isn’t right – signs that they need to scrutinize the source more closely. Political misinformation often weaponizes historical falsehoods, such as the debunked and recalled Christian nationalist book claiming that Thomas Jefferson did not believe in a separation of church and state, or claims that the nadir of African American life came during Reconstruction, not slavery. Those claims are extreme, but politicians and policymakers repeat them.

    For someone who knows basic facts about American history, those claims won’t sit right. Background knowledge will trigger their skepticism and kick critical thinking into gear.

    Past, present, future

    For this reason, the best approach to media literacy will come through teaching that fosters concrete skills alongside historical knowledge. In short, the new knowledge crisis points to the importance of the traditional social studies classroom.

    But it’s a tenuous moment for history education. The Bush- and Obama-era emphasis on math and English testing resulted in decreased instructional time in history classes, particularly in elementary and middle schools. In one 2005 study, 27% of schools reported reducing social studies time in favor of subjects on state exams.

    Now, history teachers are feeling heat from politically motivated culture wars over education that target teaching about racism and LGBTQ+ issues and that ban books from libraries and classrooms. Two-thirds of instructors say that they’ve limited classroom discussions about social and political topics.

    Attempts to limit students’ knowledge about the past imperil their chances of being able to think critically about new information. These attacks are not just assaults on the history of the country; they are attempts to control its future.

    This article is republished from The Conversation under a Creative Commons license. Read the original article.

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  • OCR’s new Title VI letter: FIRE’s analysis and recommendations

    OCR’s new Title VI letter: FIRE’s analysis and recommendations

    Last week, the Department of Education’s Office for Civil Rights published a “Dear Colleague Letter” describing educational institutions’ obligations under federal anti-discrimination law and explaining how OCR will interpret Title VI and other legal authorities.

    Since FIRE is, at its core, an organization dedicated to free expression, we reviewed OCR’s letter through that lens. In this blog entry, we offer recommendations to OCR to ensure that it does not unlawfully censor educational institutions or pressure them to censor their students and faculty, and we ask for additional clarification of the letter. We also offer recommendations to colleges and universities to prevent overreactions to the DCL and to ensure they continue to protect student and faculty free speech rights.

    Overview of Title VI and OCR’s ‘Dear Colleague’ Letter

    Title VI prohibits educational institutions receiving federal funding from discriminating against individuals on the basis of race, color, or national origin. In Students for Fair Admissions v. Harvard and Students for Fair Admissions v. UNC, the Supreme Court of the United States struck down racial preferences in college admissions for violating the Equal Protection Clause of the Fourteenth Amendment and Title VI of Civil Rights Act of 1964. In interpreting Title VI, the Equal Protection Clause, and the SSFA decision, OCR’s letter states:

    Although SFFA addressed admissions decisions, the Supreme Court’s holding applies more broadly. At its core, the test is simple: If an educational institution treats a person of one race differently than it treats another person because of that person’s race, the educational institution violates the law [ . . .] Put simply, educational institutions may neither separate or segregate students based on race, nor distribute benefits or burdens based on race.

    The letter also advises institutions to:

    1. Ensure that their policies and actions comply with existing civil rights law;
    2. Cease all efforts to circumvent prohibitions on the use of race by relying on proxies or other indirect means to accomplish such ends; and
    3. Cease all reliance on third-party contractors, clearinghouses, or aggregators that are being used by the institutions in an effort to circumvent prohibited uses of race. 

    The letter warns that “[i]nstitutions that fail to comply with federal civil rights law may, consistent with applicable law, face potential loss of federal funding.”

    Irrespective of whether one agrees or disagrees with race-conscious policies, OCR is likely within its authority to prohibit institutions from providing or denying benefits to individuals based on their race. But while FIRE has no institutional position on affirmative action programs, we routinely see government actors use anti-discrimination rationales to censor First Amendment-protected speech. 

    Recommendations for OCR

    FIRE has seen a number of states seek to rein in DEI-related administrative offices at their state educational institutions. We’ve told those legislatures repeatedly that, while they have significant authority to manage nonacademic bureaucracies at their public higher education institutions, they cannot restrict which ideas can be taught in the college classroom, including on topics related to “diversity, equity, and inclusion,” or related concepts. They also cannot restrict student organizations from forming around or advocating on behalf of DEI initiatives.

    OCR’s new Dear Colleague letter chides educational institutions for “routinely us[ing] race as a factor in admissions, financial aid, hiring, training, and other institutional programming.” [Emphasis added.] It states that over the past few years, schools have “toxically indoctrinated” students, asserting that institutions have been “smuggling racial stereotypes and explicit race-consciousness into everyday training, programming, and discipline.” [Emphasis added.]

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    While OCR is free to criticize colleges for overstepping the bounds of the law on  DEI-related issues over the past few years, it must be careful when turning that criticism into policy. When a regulatory agency with the authority to cut off all federal funding to institutions cites certain types of “programming” as evidence that institutions could be violating federal anti-discrimination law, it risks chilling speech on those topics. That is especially true when the term “programming” is left undefined in the letter. Private institutions also maintain broad First Amendment rights of their own, and threats to punish them for their own speech about DEI or affirmative action risks violating the free speech rights of those institutions. 

    To abate any confusion arising from the letter, OCR should provide additional guidance to describe in more detail the types of programming it thinks violates Title VI and other anti-discrimination laws. Does OCR seek to prohibit institutions from hosting outside speakers who espouse disfavored ideas about DEI? Does OCR seek to limit particular classwork or research at institutions? If so, it has strayed beyond the First Amendment’s boundary. 

    To avoid chilling protected speech, OCR should clarify the distinction between providing benefits or preferences to individuals based on race or other protected characteristics, and pure speech about DEI and affirmative action — and make clear that it is not banning the latter. OCR must also be careful about regulating institutional trainings at private institutions in ways that violate institutional free speech rights. 

    As FIRE has made clear many times over the course of several administrations, OCR is bound by the First Amendment and cannot order or compel colleges and universities to violate it. 

    Courts have struck down government attempts to regulate DEI-related trainings offered by private businesses. The U.S. Court of Appeals for the Eleventh Circuit, for example, upheld an injunction blocking Florida’s Stop WOKE Act insofar as it applied to private business trainings, writing that “by limiting its restrictions to a list of ideas designated as offensive, the Act targets speech based on its content. And by barring only speech that endorses any of those ideas, it penalizes certain viewpoints—the greatest First Amendment sin.” 

    FIRE hopes OCR will quickly provide institutions with additional clarity about the full scope of its Title VI interpretations. 

    FIRE is challenging other parts of the Stop WOKE Act that restrict classroom instruction in higher education on First Amendment grounds. After a federal district court issued a preliminary injunction preventing the state from enforcing those sections of the law, our case is now before the Eleventh Circuit.  

    To the extent OCR is concerned about the lawfulness of certain mandatory training programs, OCR could require state institutions to make public their training materials on DEI-related issues. FIRE’s Intellectual Freedom Protection Act, which prohibits public colleges from requiring mandatory DEI statements — or any other political litmus test — as a condition of hiring or promotion, contains a provision that could be a useful starting point: 

    Each public institution of higher education in the state shall post and make publicly available all training materials used for students, faculty, and staff, on all matters of nondiscrimination, diversity, equity, inclusion, race, ethnicity, sex, or bias, and all of its policies and guidance on those issues, on its website. 

    Such a requirement would provide both regulators and the public with a better idea of how institutions train its students about DEI-related topics. 

    Recommendations for institutions interpreting recent executive orders, memos, and letters

    If there is a conflict — real or perceived — between federal guidance and the First Amendment, the First Amendment prevails. For public institutions, this means they cannot violate faculty or student speech or associational rights regardless of federal agency guidance. For private institutions, this means federal guidance cannot unlawfully restrict the institution’s speech or pressure the institution to unlawfully suppress the speech or association of their faculty or students. 

    Campus administrators nationwide should not over-read this Dear Colleague Letter to justify censoring student or faculty expression. It would be wise to read it in conjunction with President Trump’s Jan. 21 Executive Order “Ending Illegal Discrimination and Restoring Merit-Based Opportunity,” the directive that likely led to this letter and that contains provisions expressly protecting free speech and academic freedom:

    (b)  This order does not prevent State or local governments, Federal contractors, or Federally-funded State and local educational agencies or institutions of higher education from engaging in First Amendment-protected speech.

    (c)  This order does not prohibit persons teaching at a Federally funded institution of higher education as part of a larger course of academic instruction from advocating for, endorsing, or promoting the unlawful employment or contracting practices prohibited by this order.

    Since the Justice Department has a role in enforcing Title VI alongside that of the Education Department’s OCR, institutions should also note Attorney General Bondi’s memo on “Ending Illegal DEI and DEIA Discrimination and Preferences.” Her memo expressly notes:

    This memorandum is intended to encompass programs, initiatives, or policies that discriminate, exclude, or divide individuals based on race or sex. It does not prohibit educational, cultural, or historical observances—such as Black History Month, International Holocaust Remembrance Day, or similar events—that celebrate diversity, recognize historical contributions, and promote awareness without engaging in exclusion or discrimination. 

    When read together in the context of these companion documents, the new DCL should provide no justification for institutions to believe they must censor students, student organizations, or faculty, or rush to cancel university-sponsored cultural events or celebrations. Moreover, doing so may well violate the First Amendment at public universities—and again, courts will always give precedence to constitutional guarantees over guidance and regulations. Colleges will, however, need to end any policy or programs that actively separate individuals or provide benefits based on race.

    Given the tight timeline for compliance, FIRE hopes OCR will quickly provide institutions with additional clarity about the full scope of its Title VI interpretations. In the meantime, we again remind colleges and universities to honor their constitutional duties or institutional promises to protect the freedom of expression and academic freedom of their students and faculty. 

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  • Analysis: Harvard’s settlement adopting IHRA anti-Semitism definition a prescription to chill campus speech

    Analysis: Harvard’s settlement adopting IHRA anti-Semitism definition a prescription to chill campus speech

    Just one day after President Trump took office, Harvard agreed to settle two lawsuits brought against it by Jewish students that alleged the university ignored “severe and pervasive anti-Semitism on campus” and created “an unbearable educational environment” in the wake of the October 7, 2023, Hamas attack on Israel and the ongoing war in Gaza. 

    While the settlement language itself does not appear to be public, a press release filed on the official docket of The Louis D. Brandeis Center for Human Rights Under Law v. President and Fellows of Harvard College included some details. Most notably, Harvard agreed to adopt the International Holocaust Remembrance Alliance’s (IHRA’s) definition of anti-Semitism. FIRE’s worry, shared by many others — including the definition’s primary author — is that, when added to policies used to punish discriminatory harassment on American campuses, the definition is too likely to be used to punish speech that is critical of Israel or its government but that is not motivated in animus against Jews or Israelis. 

    FIRE has repeatedly proposed steps to address anti-Semitic discrimination on campus that would safeguard students from harassment while protecting freedom of speech, most recently in our inauguration-day letter to President Trump. Getting this right is important; any proposal that chills or censors protected speech on campus won’t pass constitutional muster at public universities, won’t square with free speech promises at private universities (like Harvard), and won’t effectively address anti-Semitism.

    Nevertheless, attempts to codify the IHRA definition of anti-Semitism into laws or regulations are nothing new. FIRE posted a roundup of the widespread civil libertarian opposition to its codification last year, when Congress considered adopting it as federal law. Among those opponents is the definition’s primary author, Kenneth Stern, who spoke at length with FIRE’s Nico Perrino on our So to Speak podcast about why it’s not the right tool for the job of regulating speech. As Stern wrote back in 2016 for The New York Times: “The definition was intended for data collectors writing reports about anti-Semitism in Europe. It was never supposed to curtail speech on campus … And Jewish students are protected under the law as it now stands.” (Perhaps “as it is now written” would have been more precise; whether colleges follow the law is a different issue.) As Stern predicted in that piece:

    If this bill becomes law it is easy to imagine calls for university administrators to stop pro-Palestinian speech. Even if lawsuits alleging Title VI violations fail, students and faculty members will be scared into silence, and administrators will err on the side of suppressing or censuring speech.

    Stern’s prediction is about to receive ground testing at Harvard, and likely at other universities that may follow its lead.

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    At public universities, which are bound by the First Amendment, it’s possible that the test will not last that long. In a case over the definition’s adoption by Texas public institutions by gubernatorial executive order, a federal judge ruled last October that Students for Justice in Palestine was likely to succeed in its claim that policies using the IHRA definition “impose impermissible viewpoint discrimination that chills speech in violation of the First Amendment.” The policies are still in place until the trial, which is scheduled for January of 2026.

    But even if use of the IHRA definition is struck down at public universities, that would not prevent its use at Harvard or hundreds of other private institutions. FIRE’s opposition to the use of the IHRA definition for the purpose of regulating speech is not because we do not believe anti-Semitic harassment is not happening. Obviously, it is. Nor is it because we believe anti-Semitic harassment is not worth attention or not prohibited by civil rights law. Again, it is. Our concern is with the IHRA definition itself and the way campuses across the country are likely to misapply it to further chill speech — and use it as an entering wedge to do the same with speech on every other topic under the sun. If the underlying issue were bigotry against any other group, our concerns would be the same. (And if you are aware of such efforts, please bring them to our attention.)

    The IHRA definition and anti-discrimination law

    At the outset, the adoption of the IHRA definition to define anti-Semitism is itself novel in that laws and rules in the United States generally do not define what acts specifically are racist, sexist, religiously bigoted, or anti-Semitic. They are written from the perspective of prohibiting discrimination against a class of people protected by that law. In the case of Title VI of the Civil Rights Act of 1964, for example, that includes race, color, and national origin. But the law does not go on to say “and here is what is racist” followed by a list of examples or a definition. That is left to judges and fact-finders to determine, taking into account the facts and context of a given case.

    Detailed definitions and examples are much less novel on college campuses, though they have long been problematic. Back in 2007, FIRE took issue with the University of Delaware for a mandatory freshman orientation that (among a massive number of its problems) defined “a racist” as “all white people (i.e., people of European descent) living in the United States, regardless of class, gender, religion, culture, or sexuality.” Sexual harassment is often (too broadly) defined simply as “unwelcome conduct of a sexual nature,” which is unhelpful and overbroad, and then further runs aground on examples like Cal State-Channel Islands’ (our July 2019 Speech Code of the Month) “derogatory posters, cartoons, drawings, symbols, or gestures.” 

    The IHRA definition combines a couple of these problems. Its website explains

    On 26 May 2016, the Plenary in Bucharest decided to:

    Adopt the following non-legally binding working definition of antisemitism:

    “Antisemitism is a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and physical manifestations of antisemitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities.”

    Let’s look at this with an eye towards enforcement. Did a person accused of discriminatory harassment do so based on having “a certain perception of Jews?” What perception is that? Hatred? Not exactly, as it “may be expressed as hatred towards Jews.” But if it “may be expressed as hatred towards Jews,” it may also not be expressed as hatred towards Jews. That leaves open the possibility that anti-Semitism can be expressed by anything. The definition then moves on to say that it can be directed toward “Jewish or non-Jewish individuals and/or their property.” The group of “Jewish and non-Jewish individuals” includes literally everyone. It is more specific about community institutions and religious facilities, excluding those that are not Jewish.

    The IHRA definition’s flexibility and reach introduce serious problems when the definition is being used as a speech code that can result in the discipline of individuals or the silencing of their speech. 

    Most of the definitional work, then, is left to be done by analogy to the examples, which IHRA makes clear, saying, “To guide IHRA in its work, the following examples may serve as illustrations.” Some of those examples include hard-to-argue-with propositions like “Calling for, aiding, or justifying the killing or harming of Jews in the name of a radical ideology or an extremist view of religion,” or “Accusing Jews as a people of being responsible for real or imagined wrongdoing committed by a single Jewish person or group, or even for acts committed by non-Jews.” But other examples have a much greater potential overlap with political critiques, such as “Drawing comparisons of contemporary Israeli policy to that of the Nazis,” and “Denying the Jewish people their right to self-determination, e.g., by claiming that the existence of a State of Israel is a racist endeavor,” both of which were cited by the judge in the Texas lawsuit mentioned above. Still others are somewhere in between, like “Applying double standards by requiring of it a behavior not expected or demanded of any other democratic nation.”

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    For the IHRA definition’s intended purpose — to identify anti-Semitism in Europe so that the IHRA may catalog and identify it — the breadth of the examples isn’t too much of a problem. It is common, at FIRE and everywhere else, to ask someone to look for examples of a certain kind of incident by telling them “look for things that look like this.” The sweep of the examples is likely helpful for the IHRA’s intended aim, in that they may capture “edge cases” that don’t strictly fall into the definition but nevertheless seem like part of what it was intended to cover.

    Yet the IHRA definition’s flexibility and reach introduce serious problems when the definition is being used as a speech code that can result in the discipline of individuals or the silencing of their speech. The definition is simply not constructed in a manner that makes for fair and predictable application by different individuals, even if all of those individuals are trying their level best. That’s likely why the IHRA went out of its way to label it both a “non-legally binding” and “working” definition, building into the definition’s very text the recognition that it was neither intended to be used as a regulation nor the final word.

    Having said that, IHRA goes on to couch things even further. Preceding the examples, it writes:

    Manifestations might include the targeting of the state of Israel, conceived as a Jewish collectivity. However, criticism of Israel similar to that leveled against any other country cannot be regarded as antisemitic. Antisemitism frequently charges Jews with conspiring to harm humanity, and it is often used to blame Jews for “why things go wrong.” It is expressed in speech, writing, visual forms and action, and employs sinister stereotypes and negative character traits.

    Contemporary examples of antisemitism in public life, the media, schools, the workplace, and in the religious sphere could, taking into account the overall context, include, but are not limited to: […]

    The bolded phrases are all qualifiers that leave more openings for interpretation — a situation that courts recognize as a problem in the area of free speech because it makes the rule too vague to follow or fairly administer. In Grayned v. City of Rockford, a landmark 1972 case, the Supreme Court explained that a law (or regulation) is unconstitutionally vague when it does not “give a person of ordinary intelligence a reasonable opportunity to know what is prohibited, so that he may act accordingly.” And vagueness is a particular problem when the rule concerns free speech: “[W]here a vague statute abut[s] upon sensitive areas of basic First Amendment freedoms, it operates to inhibit the exercise of [those] freedoms. Uncertain meanings inevitably lead citizens to steer far wider of the unlawful zone … than if the boundaries of the forbidden areas were clearly marked.”

    Harvard is private, so the First Amendment doesn’t directly apply on its campus, but the underlying problem for any institution that claims to be committed to free speech is the same.

    Applying the IHRA definition in practice

    Let’s walk through one example to see how this can play out.

    Accusations that Israel is an “apartheid state” are common on campuses (including at Harvard). Are they anti-Semitic? Many would say yes; the ADL calls labeling Israel as an apartheid state “inaccurate [and] offensive,” and notes it is “often used to delegitimize and denigrate Israel as a whole.” A large majority of Americans may find it unconvincing — only 13% in this April 2023 poll agreed that Israel was “a state with segregation similar to apartheid.” Yet saying that Israel’s Jews are oppressing Palestinians by running an apartheid regime is most certainly criticism “similar to that leveled against” countries like the United StatesIndiaMalaysia, and course the former regime of South Africa (the country from which the term originates), along with many others, past and present. If applying the actual words of the IHRA definition, then, this seems to mean that accusations of Israeli apartheid “cannot be regarded as antisemitic.”

    On the other hand, Israeli apartheid accusations do sound similar to several of the IHRA examples. Is the apartheid accusation “[d]enying the Jewish people their right to self-determination, e.g., by claiming that the existence of a State of Israel is a racist endeavor?” That’s close, but not exactly right; you may think that Israel should exist, but with different policies. Is it “[a]pplying double standards by requiring of it a behavior not expected or demanded of any other democratic nation?” This depends on whose expectations or demands are being considered. And is making the claim while mostly around American Jews rather than Israeli Jews a form of “[h]olding Jews collectively responsible for actions of the state of Israel,” since most of your Jewish listeners are likely to be American, with little influence on what Israel does?

    None of these are easy questions. Regardless of your personal view, you will find reasonable people who disagree on the answers. And that’s exactly why the IHRA’s examples, when used as part of a speech regulation, threaten protected speech.

    Nobody asked the IHRA to come up with a law or rule to define anti-Semitism for purposes of determining what might be discriminatory harassment on American campuses. It’s not the IHRA’s fault that the definition is not right for that purpose.

    Ask yourself: What would you do if put in the position of the fact-finder tasked with using the IHRA definition to determine whether a person had engaged in prohibited discriminatory harassment by constantly banging the drum about “Israeli apartheid?” First, you would look to see if the accused said or did something else that would make the prohibited discriminatory intent — that the real reason for their activity was prejudice, not political disagreement — more obvious. If so, problem solved: you can either ignore the apartheid accusation or feel fairly safe assuming that this particular person did mean it to be anti-Semitic.

    But if there’s no other helpful evidence, you have to make a decision: Do I believe the IHRA definition actually means what it says about how “criticism of Israel similar to that leveled against any other country cannot be regarded as antisemitic?” The rules of grammar and logic dictate one answer. But, you think, “that can’t actually be what the rule means, can it?” You look at the examples and can’t figure it out, so you just pick one meaning and go with it. This isn’t an application of the rule based on the facts before you. It’s essentially a coin-flip, and replacing it with an actual coin-flip would produce an equally accurate outcome.

    More likely, though, you’re on the disciplinary panel because you care about the college community and are determined to try to do what’s best for it. You ask yourself: “Is anyone really that angry about political discrimination in a far-off land, or is it really hostility towards Jews? Might they escalate to physical violence if I let them ‘get away’ with it? Maybe it’s better safe than sorry; after all, this person sounds unpleasant to be around.”

    Either way, you don’t have the information you need to know whether the person is guilty or innocent, because you don’t know what the rule actually forbids. You can speculate about what it means, and you have incentives to find a certain way. But the main thing you have to fall back on is the one thing for which you don’t need any process or information at all: prejudice. Imagine the most likely result with a white student named Stacy. Then a Latino student named Reuben. Then a black student named Denise. Then an Arab student named Mohammed. Are all these cases equally likely to come out the same way? The obvious answer is no.

    That’s the cost of punishing people for breaking rules that are too vague to understand, or too confusing to follow, or that reasonable people can read entirely differently from one another. 

    This is bad practice with any rule, but it’s particularly bad with rules that can affect expression. Vague and incomprehensible rules about income taxes are certainly bad, but people are still likely to work and pay (most of) their taxes. Vague rules about speech means people silence themselves, at least in public, which only encourages resentment and radicalization. 

    Nobody asked the IHRA to come up with a law or rule to define anti-Semitism for purposes of determining what might be discriminatory harassment on American campuses. It’s not the IHRA’s fault that the definition is not right for that purpose. It will be the fault of a school who adopts it when the inevitable injustice results, and quite possibly turns a persuadable political opponent into someone with a racial or religious ax to grind.

    Harvard compounds the problem through hypocrisy

    Harvard’s FAQ attempting to explain how this applies only makes the situation worse.

    A few days after announcing the settlement, Harvard also released a Frequently Asked Questions document about its updated policy. It’s more than 3,500 words long, and refers students to the IHRA definition as well as Harvard’s own (also long) Non-Discrimination and Anti-Bullying Policy. It states that “[d]iscrimination on the basis of the following protected categories, or any other legally protected basis, is unlawful and is prohibited,” with those categories being 

    According to the press release, Harvard agreed to include discrimination against Zionists as a form of punishable discriminatory harassment, apparently independent of whether those Zionists are or are perceived to also be Jewish. The FAQ confirms this, but with a twist — it covers anti-Zionists, too:

    Does conduct that would violate the Non-Discrimination Policy if targeted at Jewish or Israeli individuals also violate the policy if targeted at Zionists?

    Yes, provided that the conduct meets the requirements for discriminatory disparate treatment or discriminatory harassment. The Non-Discrimination Policy includes among its protected categories religion, national origin, shared ancestry or ethnic characteristics, and political beliefs. For many Jewish people, Zionism is a part of their Jewish identity. Conduct that would violate the Non-Discrimination Policy if targeting Jewish or Israeli people can also violate the policy if directed toward Zionists. Examples of such conduct include excluding Zionists from an open event, calling for the death of Zionists, applying a “no Zionist” litmus test for participation in any Harvard activity, using or disseminating tropes, stereotypes, and conspiracies about Zionists (e.g., “Zionists control the media”), or demanding a person who is or is perceived to be Jewish or Israeli to state a position on Israel or Zionism to harass or discriminate.

    Such conduct would need to meet the standards expressed in the Non-Discrimination Policy for discriminatory disparate treatment or discriminatory harassment, as described above.

    Zionists, anti-Zionists, and non-Zionists are all protected against discriminatory disparate treatment and harassment under the policy.

    Does conduct that would violate the Non-Discrimination Policy if targeted at Muslim, Arab, Palestinian individuals also violate the policy if targeted at individuals who support Palestinian rights?

    Yes, parallel to the question and answer above, provided that the conduct meets the requirements for discriminatory disparate treatment or discriminatory harassment. The Non-Discrimination Policy includes among its protected categories religion, national origin, shared ancestry or ethnic characteristics, and political beliefs such as support of Palestinian rights.

    On one hand, this can be seen as solving the problem of appearing to carve out special protections for those with a particular religious or political belief (Zionism is at least one of those and sometimes both) by according the same level of protection to those with the opposing belief. Perhaps this will end up being a net benefit for Jewish or Zionist students who are discriminatorily harassed — if one assumes that Harvard administrators did not already know that Zionism was, if not a religious belief, certainly a political belief. (That seems hard to swallow, but it’s possible.) What Harvard appears to do with this FAQ is simply subsume the settlement into its pre-existing protections against discrimination against people based on their political beliefs.

    And that’s where this all breaks down, because it’s quite possible that there is not a single person on this planet who sincerely believes that Harvard does not engage in disparate treatment of people based on their political beliefs. (Start here and keep on scrolling.)

    It is no exaggeration to say that FIRE would not exist if Harvard didn’t play favorites with regard to politics. Its decades of doing so were a major factor in leading FIRE co-founder Harvey Silverglate (a graduate of Harvard Law who to this day resides in Cambridge, and who often represented Harvard students at its disciplinary hearings) to realize that something had gone terribly wrong on our nation’s college campuses. He would eventually join FIRE’s other co-founder, Alan Charles Kors, to publish The Shadow University back in 1998, and to found what began as the Foundation for Individual Rights in Education the following year. Harvard’s written prohibition against political discrimination was already in place when then-president Claudine Gay stepped on a metaphorical rake regarding anti-Semitism in front of Congress in 2023, starting a chain of events that led to her resignation.

    Simply put, if Harvard was serious about preventing discrimination against Jewish or Zionist students, it already had the ability to do so. Whether based on status or belief, they were certainly protected under Harvard’s existing policies. Harvard just didn’t feel like enforcing those rules for the benefit of those students.

    Nor did Harvard feel like using the correct standard for discriminatory harassment in the educational context — the Davis standard that behavior must be “severe, pervasive, and objectively offensive” (as well as fulfill several other factors) to be punishable discriminatory harassment. FIRE has written exhaustively about the importance of the Davis standard (here’s a primer in two parts on it), and why the constant attempts of schools to water it down by pretending “and” is the same as “or” are dangerous for free expression.

    Groups across ideological spectrum unite in opposing Antisemitism Awareness Act

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    The bill, which seeks to codify the IHRA definition of anti-Semitism into law, faces widespread criticism.


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    Harvard has done exactly that, watering down the Davis standard to require only that to be punishable, offensive behavior merely be severe or pervasive, not both. Here’s the thing: a great deal of activism is meant to be pervasive. Ongoing protests, social media campaigns, distribution of literature, the display of flags and signs, and many other forms of expression can all go on for days, weeks, or months. The messages may well be offensive, even objectively offensive. Requiring that the communication of these messages also reach the level of severity is a fundamental guardrail preventing the use of discriminatory harassment policies to silence protected speech — and Harvard has gone ahead and pulled that guardrail right out.

    Presumably, the plaintiffs are hoping that this settlement will at least focus Harvard’s attention on discrimination against Jewish and Zionist students. This is likely to be true, at least until the heat is off. Given the past couple of years, it’s hard to blame anyone involved in the Israeli-Palestinian controversy for being upset about how campuses have treated them. But the permanent effect of broadening the reach of discriminatory harassment policies so that virtually every cultural, political, or religious disagreement becomes a potential matter for investigation will inevitably be to chill speech on any topic that might be controversial.

    Harvard is likely just fine with that chilling effect, and even more content to know that the more overbroad, vague, and complicated it can make its harassment policies, the more discretion its administrators have to simply do whatever they want. Not only does the vagueness guarantee this outcome, but the FAQ contains plenty of “savings clause” language that gives Harvard the ability to apply the policy arbitrarily. How about this gem:

    Ordinarily, it will not violate the NDAB Policies for members of the Harvard community to make controversial statements in the course of academic work or in scholarship; express disagreement with another person’s political views; or criticize a government’s policy or the political leaders of a country.

    “Ordinarily” it won’t — which means sometimes it will. Can you determine when that might be by reading the policies? No. The answer, then, is “when we say it will.”

    This is not a win for free speech or for anti-discrimination. This is a license for Harvard to go right on doing whatever it wants.

    The double standards are the real problem

    The words “Equal Justice Under Law” are carved on the front of the Supreme Court for a reason. 

    There is little that is more corrosive to a society or community than rules that allow the authorities to treat offenses differently depending on who the alleged victims or offenders might be. This is a common thread in many FIRE cases, but it’s impossible not to notice how clearly it takes front and center in complaints by Jewish or pro-Israel students that they are subjected to treatment that no campus would accept were it aimed at other minority groups.

    The complaint in the Brandeis Center v. Harvard case at issue is just one among many examples. It’s literally the first thing they bring up in the complaint. While Harvard promises to prohibit “[b]ullying, hostile and abusive behavior,” the plaintiffs write:

    [A]s to Harvard’s Jewish and Israeli students, these promises are empty. In recent years, and especially in the last few months, Jewish and Israeli students have been subjected to cruel antisemitic bullying, harassment, and discrimination. And when Harvard is presented with incontrovertible evidence of antisemitic conduct, it ignores and tolerates it. Harvard’s permissive posture towards antisemitism is the opposite of its aggressive enforcement of the same anti-bullying and anti-discrimination policies to protect other minorities.

    FIRE has spoken to enough students at Harvard and other institutions to give us no reason to doubt this is true. While a perennial problem with regard to many issues, the transparent application of double standards has been particularly central to the complaints of Jewish and pro-Israeli students.

    The extent to which this is acutely felt by Jewish and pro-Israeli students is further compounded by the fact that the application of double standards to Jews and/or Israel is widely considered to be a central characteristic of specifically anti-Semitic bigotry. After all, the words “double standards” literally appear in one of the IHRA examples of potential anti-Semitism: “Applying double standards by requiring of [Israel] a behavior not expected or demanded of any other democratic nation.”

    Consider this allegation, taken from the Brandeis Center’s complaint:

    On October 18, 2023, another member of JAFE and the Brandeis Center, Member #4, an Israeli Jew and a student at the Harvard Business School (“HBS”), was walking through campus when he encountered an outdoor anti-Israel protest and decided to video the event, as others were doing. When protestors saw him and identified him as Jewish and/or Israeli, they accosted him. A mob surrounded him, engulfed him with keffiyehs, and chanted “Shame! Shame! Shame!” in his face. The assailants grabbed him, and one hit him in the neck with his forearm, before forcing Member #4 out of Harvard’s quad…. The video of the assault is shocking. But more remarkable perhaps is that Harvard has not taken any action to date to redress both the physical assault and the clear violations of its Anti-Bullying and Anti-Discrimination Policies.

    Assuming this account is anywhere near the truth, it is impossible to imagine this being Harvard’s reaction to, say, a group of white students doing this to an African-American student. Nor is any change to policy required to handle this situation. You don’t even need a discrimination policy to prevent people from shoving others around. If Harvard truly sat on its hands here, that’s because it wanted to.

    The solution to this problem will not come from making people at Harvard more aware of what represents anti-Semitic discrimination, expanding the number of protected classes, or broadening their interpretation in a way that cannot help but scare people away from speaking. It can only be solved when the people in charge are either no longer willing or no longer able to apply noxious double standards in order to advance their own political, religious, or cultural agendas.

    Adopting the IHRA definition of anti-Semitism will chill campus speech. We can hope that it will also help at least a few Harvard students whose episodes of discriminatory harassment might otherwise be ignored, assuming the Harvard administration feels the need to make a show of things. It won’t address the root problem. But it will set Harvard up for plenty of new ones.

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