Tag: Events

  • The Coalitions We Need to Defend Open Inquiry (opinion)

    The Coalitions We Need to Defend Open Inquiry (opinion)

    For the last few years, many colleges and universities across the country have experienced firsthand attacks on higher education through state legislation targeting diversity, equity and inclusion initiatives. Since 2023, about 120 anti-DEI bills have been introduced across 29 states, and 15 of them have become law.

    These proposed bills and enacted legislation have largely been met with silence from university leaders. But over the past month, as attacks on diversity, equity and inclusion policies rose to the federal level via multiple executive orders and a Dear Colleague letter from the Department of Education, a broad coalition—professional associations in higher education, labor organizations, civil rights groups and elected officials—has filed numerous federal lawsuits challenging their constitutionality, including at least four suits involving educational organizations as plaintiffs. By taking legal action and securing a preliminary injunction against two of the executive orders, these coalitions are breaking the silence of recent years to send a clear message about the legality and harmful consequences of these policy changes for higher education and society.

    As scholars who examine how the law shapes educational policy and organizations, we have closely studied the consequences of anti-DEI bills on faculty members who engage in the very topics implicated by these laws. We’ve learned that these bills restrict research and teaching protected by academic freedom before they’re even enacted. Unintentionally or not, silence from institutional leaders contributes to the suppression.

    To counter this climate of suppression and protect the robust exchange of ideas and open inquiry, we must embrace coalitions like the ones behind the federal lawsuits and urge higher education leaders to unite and speak out to uphold institutional missions and safeguard our democracy.

    Why Silence Does Not Work—and Makes Matters Worse

    In our recently published study, we interviewed 32 faculty members whose research or teaching focused on race at two public institutions in different Republican-controlled states with proposed anti-DEI, anti–critical race theory and anti-tenure bills. Even before these bills took effect—and despite exemptions for research and teaching—we found that many faculty members pre-emptively altered their work in response to the external interference.

    Some removed diversity-related course readings or avoided certain terms like “intersectionality” in their teaching. Others, like Kourtney, a Black tenured faculty member, hesitated to share their research publicly, fearing harassment if it got into the wrong hands. Kourtney described how previously she would disseminate her research widely to make an impact. But now, out of fear, she was more reserved and cautious when sharing her work as to not get “on the radar [of] anyone that could potentially try to stop” her research.

    We also learned that the actions—or lack thereof—of university leaders shaped faculty members’ responses. University leaders’ silence amplified the pressures proposed legislation created. Danielle, a Black tenured faculty member, explained how silence from institutional leaders made “everything harder” and “sent a really loud and clear message” of “not supporting me.” The “glaring silence,” as participants called it, from senior leaders and college deans heightened uncertainty and anxiety, leaving many faculty members feeling isolated and solely responsible for protecting their rights under academic freedom.

    Yet not all university leaders were silent. Some faculty members in our study had supportive college deans and department chairs who conveyed affirmative internal messages. These participants reported that such messages helped them feel supported, empowered and confident in continuing their teaching and research without compromise. Wilson and Michelle both expressed that messages from their deans, messages that emphasized valuing faculty expertise and a commitment to scholarship addressing inequities, made them “feel at the college level like you’re protected” and reinforced their belief in “having academic freedom to be able to teach.”

    It is understandable that leaders hesitate to speak out, given the risk of losing state funding or their jobs. In fact, many faculty members we spoke to, like Megan, understood the challenging circumstances and empathized with their college deans. Megan recalled her college dean saying, “We don’t agree with [the bill], but let’s wait it out. Trying to … draw attention will be worse. Let’s keep our head down.” However, their silence also created a critical void. Cruz, a Latino tenured faculty member, explained how “not saying anything is just as bad, because then the only conclusion that the faculty take … is ‘we’re on our own out here.’”

    As a result, many faculty members of color undertook additional administrative work and legislative advocacy efforts as private citizens to be able to carry on with their research and teaching, making it increasingly difficult for them to advance their careers. Cruz shared how all this additional work and advocacy was “time that they’re not doing scholarship, that they’re not writing grants, that they’re not updating their classes.” For some, the frustration and exhaustion became so overwhelming that they chose to leave their institutions, or higher education entirely.

    Why Coalitions Are Needed to Break the Silence

    Our findings also revealed that support from coalitions of civil rights groups, advocacy organizations and professional associations like the American Association of University Professors helped some faculty members to resist the pressure to change their teaching or research. These groups organized teach-ins virtually or on campus, provided legislative analysis via one-pagers and facilitated legislative organizing efforts.

    Eliot, a white tenured faculty member, described how these coalitions helped foster “some unity,” making “a real difference psychologically” by ensuring members no longer felt isolated but instead felt that “we’re in this together.” By building collective capacity, these coalitions empowered faculty members to defend academic freedom and push back against a climate of suppression—particularly as most participants in our study received little to no guidance or support from university leaders.

    Now, faculty members across the country—many of whom are only beginning to face these challenges—find themselves overwhelmed with uncertainty and fear, pressured to pre-emptively censor their work. However, we’re starting to see the emergence of the coalitions needed to disrupt this climate of suppression.

    The recent lawsuits mark an important step in the defense of robust expression of ideas and open inquiry, but they are just the beginning. Effectively challenging this suppression requires a united front of policy and advocacy organizations, civil rights groups, unions, professional associations, and institutional leaders. Leaders are better positioned to advocate for higher education and respond to emerging threats when working within a coalition, such as Education for All, which has been providing training sessions and strategic guidance to help institutions safeguard their student success programs.

    These coalitions provide crucial support on the ground to help faculty members, administrators and students continue their work while the legal battles unfold. And they can help break institutional silence by offering timely, research-driven guidance on state legislation, executive orders and other emerging state and federal threats—many of which pressure education professionals to unnecessarily restrict or abandon core principles and programs in higher education.

    Jackie Pedota, Ph.D., is a postdoctoral associate at the University of Texas at Austin. Her research examines topics within higher education at the intersection of race, power and organizational change, revealing how organizational dynamics and sociopolitical contexts perpetuate inequities for minoritized campus communities.

    Liliana M. Garces, J.D., Ed.D., is the Ken McIntyre Professor for Excellence in School Leadership at the University of Texas at Austin. Her research examines how law and education policy interact to shape access and opportunity in higher education.

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  • “AI-Empowered” Site Accuses Yale Scholar of Terrorism Connection

    “AI-Empowered” Site Accuses Yale Scholar of Terrorism Connection

    Yale University suspended an instructor after a news site powered by artificial intelligence accused her of being part of a terrorist group, The New York Times reported.

    The news site, Jewish Onliner, said that the scholar was connected to Samidoun, a pro-Palestinian organization that the United States government has labeled a terrorist organization. Jewish Onliner said Helyeh Doutaghi, who is an associate research scholar at Yale and deputy director at Yale Law School’s Law and Political Economy Project, spoke on panels at events sponsored by Samidoun, according to the Times.

    Doutaghi told the Times that she’s not part “of any organization that would constitute a violation of U.S. law.” Yale put Doutaghi on administrative leave last week and barred her from campus. In a statement to the Times, Yale officials said they take the allegations seriously and are investigating.

    Jewish Onliner bills itself as an “AI-empowered, trusted online hub for insights, actionable intelligence, exposés, and essential updates about issues impacting the Jewish community worldwide,” according to its Substack page. The organization told the Times that humans, not AI, make the final edits on stories.

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  • Johns Hopkins Plans for Layoffs Amid $800M Cut to Federal Grants

    Johns Hopkins Plans for Layoffs Amid $800M Cut to Federal Grants

    Johns Hopkins University is planning for staff layoffs after the Trump administration canceled $800 million in U.S. Agency for International Development grants for the Baltimore-based institution, The Wall Street Journal reported Tuesday.

    The grants supported a variety of health-related initiatives overseen by Johns Hopkins, including a breastfeeding support project in Baltimore and mosquito-net programs in Mozambique.

    The foreign aid agency was one of the first targets of the Trump administration’s crusade against alleged widespread “waste, fraud and abuse” of federal funding. Secretary of State Marco Rubio said earlier this week that he’s purged 83 percent of USAID’s programs and the remaining contracts will be administered by the U.S. Department of State.

    The $800 million in cuts comes on top of another $200 million Johns Hopkins stands to lose if the National Institutes of Health succeeds in capping indirect research costs at 15 percent. Johns Hopkins is among numerous universities, states and other organizations that have sued the National Institutes of Health over the plan to limit research funding, which a federal judge has temporarily blocked.

    “At this time, we have little choice but to reduce some of our work in response to the slowing and stopping of grants and to adjust to an evolving legal landscape,” JHU president Ronald Daniels wrote in a letter to campus, according to The Baltimore Banner. “There are difficult moments before us, with impacts to budgets, personnel, and programs. Some will take time to fully understand and address; others will happen more quickly.”

    Such drastic cuts to Johns Hopkins—the nation’s largest spender on research and development and the biggest private employer in Baltimore—will reverberate far beyond the campus itself.

    “Johns Hopkins has bet very heavily on a century and a quarter of partnership with the federal government,” Theodore Iwashyna, a JHU critical care physician who is currently overseeing an NIH grant studying at-home care for pneumonia patients, told the Journal. “If the federal government decides it doesn’t want to know things anymore, that would be bad for Johns Hopkins and devastating for Maryland.”

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  • Study Shows Positive Mental Health for HBCU Students

    Study Shows Positive Mental Health for HBCU Students

    Students at historically Black colleges and universities and predominantly Black institutions are happier and feel a greater sense of belonging, on average, than both Black students at small, predominantly white institutions and college students over all, according to a new report commissioned by the United Negro College Fund.

    The report, “Community, Culture and Care: A Cross-Institutional Analysis of Mental Health Among HBCU and PBI Students,” utilized findings from two years’ worth of data from the Healthy Minds Study, a large annual survey of college students nationwide, to create what the researchers believe is the most comprehensive analysis to date of HBCU and PBI students’ mental health.

    “HBCUs have a long tradition of being centers of excellence and academic achievement,” said Akilah Patterson, the lead researcher on the study and a Ph.D. candidate in the University of Michigan’s Department of Health Behavior and Health Equity. “But this work also highlights that HBCUs are much more than that. They’re cultivating an environment of affirmation and belonging and support.”

    Among the study’s sample of HBCU and PBI students, 45 percent demonstrated positive mental health according to the Flourishing Scale, a series of eight statements—such as “I am a good person and live a good life”—that are used to determine whether a respondent is “flourishing” mentally. The three statements most commonly selected by students in the sample were “I am a good person and live a good life,” “I actively contribute to the happiness and well-being of others,” and “I am confident and capable in the activities that are important to me.”

    Meanwhile, only 36 percent of college students in general and 38 percent of Black students at PWIs indicated positive mental health. HBCU and PBI students also reported lower rates of anxiety, depression and eating disorders than college students broadly.

    HBCU and PBI students also demonstrated a greater sense of belonging on campus, with 83 percent agreeing with the statement “I see myself as part of the campus community,” while 73 percent of all Healthy Minds respondents said the same. High numbers of HBCU and PBI students reported having close connections with others on campus; 54 percent said they have a social group or community where they feel they belong, and 60 percent said they have friends “with whom I can share my thoughts and feelings.”

    Serena Butler-Johnson, the director of the counseling center at the University of the District of Columbia, a public HBCU, said that those findings seem especially noteworthy as mental health professionals increasingly warn of the dangers of loneliness and isolation, which have been associated with physical harms, like increased risk of stroke. Vivek Murthy, the U.S. surgeon general under former president Joe Biden, declared loneliness a public health emergency in 2023, calling community and connection its “antidotes.”

    Butler-Johnson also noted that the findings tie in with the field of Black psychology, which focuses on Black people’s lives, history and experiences.

    “Black psychology emphasizes community, connection, rituals, traditions, which are all very much part of an HBCU experience, whether it’s homecoming or stepping or band,” she said. “Just in general, the concept of Black psychology is mirrored in the findings.”

    Though the findings did not necessarily show causation between the high rates of belonging and the other positive mental health outcomes of HBCU and PBI students, previous research has linked a sense of belonging with high academic achievement and mental well-being.

    Mental Health Concerns

    Despite the mostly positive findings, the sample did report higher rates of suicidal ideation among HBCU and PBI students (17 percent) than the general student population (14 percent). It also highlighted two areas of stress for many HBCU and PBI students: financial instability and, despite feeling high rates of belonging on their campuses, loneliness. The respondents experienced similar levels of stress (56 percent) to the national sample (55 percent) but higher rates of financial stress; 52 percent said they are always or often stressed about finances, compared to 43 percent of the national sample.

    Butler-Johnson said that HBCUs should take extra steps “outside of the four walls of the therapy room” to address these issues; at UDC, that has included opening a new Office of Advocacy and Student Support, which partners with the counseling center to connect students with financial assistance and case management. UDC’s counseling center also offers informal, nonclinical group meetings where students can drop in and talk with others, no paperwork required, as a way to address loneliness.

    Another concerning finding: HBCU and PBI students with mental health challenges are significantly less likely to receive mental health support than Black students at PWIs and students over all. The report notes that this could be due to those institutions having fewer resources, leading to less availability of clinicians on campus. The perceived stigma of going to therapy could be a factor as well; while only 8 percent of respondents said they would judge someone else for getting treatment—slightly above the national rate of 6 percent—52 percent said they feared they would be judged if they sought out treatment. That’s 11 percentage points higher than the national sample.

    Patterson said these findings indicate that HBCUs and PBIs are doing an incredibly successful job supporting students’ mental well-being despite barriers like lack of resources and concerns about stigma. And while she said many HBCU students can benefit from traditional counseling, the results indicate that it’s also important to recognize that therapy is “not the be-all, end-all” of mental health support on HBCU campuses.

    “Knowing and providing multiple options for all students is really important,” she said.

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  • The Leadership Skills Presidents Need Right Now: The Key

    The Leadership Skills Presidents Need Right Now: The Key

    As college presidents face increasing scrutiny from state and national lawmakers, building a strong cabinet-level team is critical, according to Jorge Burmicky, assistant professor in education leadership and policy studies in the School of Education at Howard University.

    Burmicky is one of three researchers who identified the core competencies of the modern college presidency. In a recent episode of The Key, Inside Higher Ed’s news and analysis podcast, Burmicky noted, “There’s always been a lot of pressure to be a college president, but it really has become an impossible job.” 

    A new leader’s ability to assemble a strong team as soon as they start the job will help fill gaps in their individual skill sets, he said. “It’s not if an emergency happens—it’s when it happens, and you have to have a good team that is going to have your back that you trust and can help you in those areas where you don’t feel as confident.”

    College presidents rated trustworthiness as the most important competency for effective leadership in higher education; however, students surveyed for Inside Higher Ed’s annual Student Voice survey ranked presidents among the least trusted people on their campus. 

    Burmicky isn’t surprised by this gap between presidents’ intentions and students’ perceptions. “Presidents work really hard to build trust, and you would think that because they’re working so hard and they value it so greatly that we would see a narrower difference,” he said. “But the reality is that so much of the communication that goes to different constituents varies. We’re in an era when students really want to understand what’s happening right now.” 

    Blame for structural issues that are beyond the president’s control—like the botched FAFSA rollout—often falls at the feet of presidents and other institutional leaders, Burmicky added. “There’s clearly a lot of resentment.” 

    Students are just one group of constituents college presidents must build trust with, however. Declining trust in higher education in general is one of Burmicky’s biggest concerns for the sector. Better communicating how institutions operate would help address public distrust, he said. 

    “We like to point fingers at the president, but the reality is there are [more people] than just the president who make decisions at a university—there’s also the Board of Trustees or the Board of Regents.”

    Listen to the full interview between Jorge Burmicky and Sara Custer, editor in chief at Inside Higher Ed, and find more episodes of The Key here.

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  • Trump’s Columbia Cuts Start Hitting Postdocs, Professors

    Trump’s Columbia Cuts Start Hitting Postdocs, Professors

    When the Trump administration announced Friday it was cutting about $400 million in grants and contracts from Columbia University, it didn’t specify what exactly it was slashing. But news of the scope of the cuts has begun trickling out of the institution over the past couple of days.

    So far, much of the information about the canceled grants has come via social media, as neither the Trump administration nor the university have provided a comprehensive accounting of what’s being cut. The National Institutes of Health did say earlier this week that it was pulling more than $250 million in grants from Columbia, though the agency wouldn’t share more details. And it’s hard to tell whether specific cuts are part of the $400 million or a continuation of the Trump administration’s general national reduction of federal funding to universities, such as axing grants it deems related to diversity, equity and inclusion.

    On Tuesday, Joshua A. Gordon, chair of the university’s psychiatry department, emailed colleagues to tell them the National Institutes of Health had terminated nearly 30 percent of grants to Columbia’s medical school—including many within his own department.

    “All of our training grants and many fellowships have been terminated,” Gordon wrote in the email, which a postdoctoral research fellow provided Inside Higher Ed.

    Gordon wrote that he’s still working with university administrators “to find out the full extent of these terminations” and that “the institution is committed to identifying the resources that can be brought to bear to support the people and projects affected by the terminations.” He added, “We remain dedicated to ensuring that our trainees and early-career scientists have the support needed to continue their work and achieve their career goals.”

    The Trump administration said this unprecedented $400 million cut was due to Columbia’s “continued inaction in the face of persistent harassment of Jewish students.” More cuts at Columbia and other universities could follow as Trump follows through on his pledge to crack down on alleged antisemitism and punish elite universities. Columbia has more than $5 billion in federal grants and contracts.

    Columbia postdocs and faculty have taken to social media to announce canceled grants, fellowships and funding for Ph.D. students, showing some of the individual impacts on people and research wrought by the Trump administration’s actions. They include nixed training for researchers of depression and schizophrenia and a grant that would’ve provided free mental health resources to K-12 students.

    Sam Seidman, a postdoc and a steward for the Columbia Postdoctoral Workers union, told Inside Higher Ed that, “as a Jew,” it’s “particularly outrageous” to hear the Trump administration justifying the cuts by saying it’s fighting antisemitism.

    Seidman said he found out Monday that his T32 grant, an NIH training fellowship for new scientists, had been canceled. “I certainly don’t feel protected,” he said.

    He said it’s clear the Trump administration doesn’t have an issue with antisemitism or even with Columbia specifically. Its issue, Seidman said, is with “public funding of science and it’s with public funding, period,” adding that “Columbia makes a convenient scapegoat.”

    In an emailed statement, a Columbia Irving Medical Center spokesperson said, “Columbia is in the process of reviewing notices and cannot confirm how many grant cancellations have been received from federal agencies” since Friday.

    The spokesperson said, “We remain dedicated to our mission to advance lifesaving research and pledge to work with the federal government to restore Columbia’s federal funding.”

    In a separate statement Wednesday, interim president Katrina Armstrong, herself a medical doctor, didn’t mention the cuts and instead said she stands by broad principles such as “intellectual freedom” and “personal responsibility.”

    “I have no doubt that the days and weeks ahead are going to be extremely difficult,” Armstrong said. “The best I can promise is that I will never stray from these principles and that I will work tirelessly to defend our remarkable, singular institution.”

    Marcel Agüeros, secretary of Columbia’s chapter of the American Association of University Professors, said, “It’s already looking very grim.”

    Agüeros said it’s a slow process to try to understand how the cuts are affecting such a large and decentralized university. But he said he has learned “it’s not just the kind of classic lab-based biomedical research that’s being impacted.”

    Like Seidman, he said the cuts don’t seem to be about the grants themselves or Columbia. Instead, Agüeros said, it’s “an assault on universities in general” and the concept of peer review that the grants went through.

    “It’s coming for you; it doesn’t really matter where you are or what you research,” Agüeros said

    Cut Off at the Knees

    In its Wednesday statement, the university medical center said that “from pioneering cancer treatments to innovative heart disease interventions and cutting-edge gene and cell therapies, research conducted by Columbia faculty has helped countless people live healthier, longer and more productive lives.”

    Seidman said his NIH grant was for research on family and biological risk factors that predispose kids to develop eating disorders, depression and suicidal thoughts and behaviors. He thinks university higher-ups are trying to find alternative funding but “haven’t been any more specific than ‘we’re looking.’”

    “It’s tragic, I mean these are lifesaving, potentially, interventions,” Seidman said. Yet the researchers developing them have been “cut off at the knees,” he said.

    Gordon Petty, a postdoc in Columbia’s psychiatry department, said his T32 training grant, which has also been canceled, was to study schizophrenia. He said he heard that the department is still dedicated to supporting him, “but it’s unclear where that money’s coming from.”

    Trump’s cuts appear to have also hit Teachers College of Columbia University, which is a separate higher education institution from Columbia with its own board. But it’s unclear if that’s part of the $400 million cut for allegedly not properly addressing antisemitism or part of nationwide cuts to grants perceived as being related to diversity, equity and inclusion. A Teachers College spokesperson said, “We are still sorting through the full impact on the college and will be in touch when we have more to say.”

    Prerna Arora, an associate professor of psychology and education at Teachers College, said she got an email Friday from a deputy assistant U.S. education secretary announcing the cancellation of a five-year Education Department grant. Arora said most of the funds went directly to graduate students training to become K-12 school psychologists serving children in New York City.

    The email, according to Arora, alleged that the grant funded “programs that promote or take part in initiatives that unlawfully discriminate on the basis of race, color, religion, sex, national origin or another protected characteristic” or that “violate either the letter or purpose of federal civil rights law” or “conflict with the department’s policy of prioritizing merit, fairness and excellence in education.”

    “We already have students that are funded under this, and they are at the university and we are in the middle of our admissions cycle for next year,” Arora said. She said, “I’ve spoken to very scared and tearful students” who are afraid of what this means for their training and “for their future.”

    And, beyond the impact on college students, Arora lamented the loss of the grant’s free help to K-12 students and families. “We could’ve helped many children who need this,” she said.

    It’s unclear whether the Trump administration will restore the grants. Education Secretary Linda McMahon said after the announcement Friday that she had a “productive” meeting with Armstrong. Meanwhile, Columbia said in a statement that it’s “committed to working with the federal government to address their legitimate concerns.”

    Agüeros, with the AAUP, said Columbia has already “gone overboard in an attempt to silence any kind of dissent.” Its previous president called in the New York Police Department to remove a pro-Palestinian protest encampment last spring and publicly criticized and revealed investigations into her own faculty in front of Congress.

    “There’s this assumption that if we just go along with things we’ll escape somehow unscathed,” Agüeros said. But he noted the cuts still arrived.

    “What did all of that get us—all of the sort of compliance that was put in place? It got us nothing.”

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  • Columbia On Edge Following ICE’s Arrest of Former Student

    Columbia On Edge Following ICE’s Arrest of Former Student

    Columbia University remained on edge Wednesday following the Immigration and Customs Enforcement arrest of Mahmoud Khalil, a green card–holding recent graduate who helped lead the pro-Palestinian protests that roiled the campus last spring. A federal judge in New York ruled Tuesday that Khalil could not be deported, but following a procedural hearing on Wednesday, the judge said he will remain in ICE custody in Louisiana for now, CNN reported.

    Hundreds of people took to the streets of Manhattan to protest Khalil’s detention; police arrested 12 protesters outside City Hall Park Tuesday night, charging 11 with disorderly conduct, The New York Daily News reported.

    Meanwhile, faculty at Columbia warned other student protesters to be careful. Stuart Karle, a First Amendment lawyer and adjunct professor at Columbia Journalism School, advised students who are not U.S. citizens to avoid publishing opinions that could attract the attention of the Trump administration, The New York Times reported.

    “If you have a social media page, make sure it is not filled with commentary on the Middle East,” he told students and faculty gathered in Pulitzer Hall.

    “Nobody can protect you,” journalism school dean Jelani Cobb added, according to the Times. “These are dangerous times.”

    During a news briefing Tuesday, White House press secretary Karoline Leavitt said the Trump administration was using intelligence gathered by the Department of Homeland Security to identify people who participated in campus protests, CNN reported. She accused Columbia of holding back information.

    “Columbia University has been given the names of other individuals who have engaged in pro-Hamas activity, and they are refusing to help DHS identify those individuals on campus,” Leavitt said. “As the president said very strongly in his statement yesterday, he is not going to tolerate that and we expect all of America’s colleges and universities to comply with this administration’s policy.”

    Last week, the Trump administration canceled $400 million in grants and contracts over what it claimed was Columbia’s “continued inaction” and failure to protect Jewish students.

    Columbia’s interim president, Katrina Armstrong, released a statement Wednesday reiterating her guiding principles. She wrote, “A great institution, and particularly a great university, depends upon an unwavering commitment to following fair and just processes, no matter the internal and external pressures.”

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  • Why many men feel lost in an age of shifting roles and expectations

    Why many men feel lost in an age of shifting roles and expectations

    A friend recently argued compellingly that two major gaps in the Harris campaign strategy affected voter turnout and engagement: a reluctance to acknowledge policy shortcomings and a failure to address the specific needs of men, particularly working-class men and those in communities of color. These gaps represent missed opportunities to connect with voters who feel overlooked and underserved.

    Many noncollege men today are navigating economic hardship and social isolation, grappling with precarious work and shifting social expectations. In a world that often emphasizes adaptability and academic success, the message they hear is clear: They should have worked harder, been more flexible or chosen a different path. 

    Yet this message can feel dismissive—more moralizing and patronizing than empathetic—ignoring the broader economic and structural challenges these men face. The decline of jobs in traditional industries, limited access to meaningful work and a diminished sense of purpose have fostered a profound sense of alienation where mainstream political narratives simply don’t resonate.

    Broader cultural shifts compound these issues. Traditional male roles have eroded, leaving many men feeling marginalized and uncertain, struggling to navigate changing gender expectations. Many also experience personal isolation, strained relationships and limited social support, adding to a sense of being stuck without clear solutions.

    While the Harris campaign frequently highlighted issues affecting women and promoted family-centered policies, it lacked a narrative that could directly address working-class men’s distinct challenges. The focus was often on broad achievements and visions rather than a targeted response to the real, often invisible, struggles these men face.

    As my friend put this, “With her (proper) advocacy for reproductive rights, Harris already had the women’s vote, and the hard-core Democratic base are never-Trumpers whom they wouldn’t lose, no matter what else her campaign said. But instead of talking concrete policies that address where she was about to lose large numbers of (potentially persuadable) voters, Harris and her proxies talked about ‘joy’ and ‘helping the guy sitting next to you’—in short, to remain polite and appeal to upper-middle class tastes.”

    By overlooking a direct appeal to men dealing with economic, social and personal challenges, the campaign missed a critical opportunity to engage with and support a population that increasingly feels unseen and left behind.


    The erosion of traditional male roles—breadwinner, family leader, protector—has left many men grappling with identity, isolation and a profound sense of purpose. As society evolves, these long-standing markers of masculinity have lost relevance, especially for working-class men who once found dignity and respect in roles that aligned with hard work, family provision and community involvement.

    Now, as economic and cultural shifts reshape these roles, many men are struggling to find a path forward, a reality that not only affects them but impacts the broader social fabric.

    This identity crisis reflects a broader issue: As traditional definitions of masculinity are increasingly challenged, men are left with fewer frameworks for meaningful contributions to family, work and community. The fading emphasis on male-led provision and protection has led to a vacuum where isolation and frustration often take root. Without clear societal pathways that respect both historical contributions and evolving social needs, men can feel left behind, unsure of how to participate in a society that often seems to have moved beyond their previous roles.

    To address this crisis, society must reimagine male roles in ways that offer respect, purpose and connection. Only by acknowledging the disintegration of traditional frameworks and creating new, healthier pathways can we guide men toward meaningful identities. This means valuing male contributions not only in economic terms but also in terms of their relational and communal roles. Reintegration into family, work and community as valued members demands that we redefine what it means to be a man in today’s world—placing dignity, contribution and connection at the forefront.

    In an era where masculinity itself is under re-evaluation, it’s essential to shape new definitions that honor both the past and present. Men today need roles that allow them to thrive within evolving social landscapes, where they can build connections and be respected for contributions beyond traditional parameters. Only by doing so can we address the underlying causes of alienation, providing men with a renewed sense of purpose in a society that, with the right approach, can benefit immensely from their reimagined roles.

    Addressing the challenges that many men face is not about overlooking or minimizing the very real struggles women continue to confront. Recognizing one group’s needs does not diminish the other’s; rather, it broadens our capacity to understand and support everyone more fully. Just as society benefits when women’s voices are heard, it also strengthens when we address the unique struggles that many men experience in today’s world. This inclusive approach allows us to tackle challenges holistically, building a society that values and supports each person’s dignity, purpose and place.


    The alienation felt by many men today reflects a profound shift in the economic, demographic and cultural landscape of American life. These changes have created a reality for a large group of men—often isolated, lonely, frustrated and angry. In this demographic, men frequently find themselves without the traditional anchors of family, stable friendships or secure employment. As society has evolved, these men increasingly feel disrespected or dismissed, disconnected from the structures that once provided support, identity and a sense of purpose.

    The economic landscape for men, particularly those without a college degree, has changed dramatically over the last few decades. The decline of traditional industries, such as manufacturing, construction and mining, has resulted in the disappearance of millions of stable, well-paying jobs. These industries were not only sources of economic stability but also providers of identity and community. For many men, especially those who entered the workforce in the 1980s and 1990s, job loss has meant not just an economic setback but a disruption in their sense of self-worth and purpose.

    As these traditional industries shrank, the economy pivoted to sectors like technology, health care and the service industry—fields that often emphasize educational attainment, interpersonal skills and adaptability. Many men who once relied on stable blue-collar jobs have struggled to transition to these new fields, either due to a lack of qualifications or because the roles simply don’t align with the values and identities they were raised with. As a result, these men experience economic precarity, often living paycheck to paycheck, juggling temporary or part-time work without benefits, or relying on the gig economy, which lacks the long-term stability they might have expected earlier in life.

    The rise of “kinless America” has compounded the problem of economic insecurity, leading to a broader crisis of social disconnection. In the United States, rates of marriage have declined significantly and divorce rates remain high. For men, divorce and separation often mean loss of regular contact with children, limited social networks and, sometimes, an emotional isolation that they struggle to overcome.

    Marriage and family life once provided social stability, companionship and a sense of purpose. Without these connections, many men find themselves living alone or in shared, temporary arrangements, removed from the grounding influence of family. For those who are also economically disadvantaged, the struggle to form new partnerships or social networks can be insurmountable, leaving them largely kinless and isolated.

    This demographic shift affects friendships, too. Research shows that men, more than women, often depend on their partners to maintain social ties and that they struggle to form friendships as adults. As such, unpartnered men frequently end up in a kind of social desert, with few meaningful connections to rely on for emotional support or companionship.

    Cultural shifts have further deepened this sense of alienation. Over recent decades, there has been a growing emphasis on individual achievement and self-realization, sometimes at the expense of communal identity and traditional values. While this shift has empowered many, it has also led to the devaluation of certain traditional roles that many men historically occupied. Traits associated with traditional masculinity, such as stoicism, physical labor or even traditional provider roles, are sometimes framed as outdated or even “toxic,” leaving some men feeling that their core values and sense of identity are now stigmatized.

    Furthermore, as cultural narratives around gender have evolved, men who do not or cannot align with these new expectations often feel marginalized or invisible. Messages around the importance of academic achievement and professional success can leave those who have struggled to meet these expectations feeling dismissed or left behind.

    Adding to this sense of disrespect is the rise of social media and a culture of comparison, where it can feel as though one’s successes or failures are on display for public scrutiny. Men who feel they don’t measure up may withdraw even further, reinforcing their isolation and frustration. For those experiencing economic precarity or relationship struggles, these messages compound an existing sense of inadequacy.


    These changes have left many men feeling disconnected from their families, their communities and their traditional roles. For many working-class men, in particular, these economic and social shifts can lead to a crisis of identity, with few alternative sources of meaning or recognition to replace the roles they once filled. Lacking the dignity they once found in hard but honorable work, many now worry they are being dismissed as “losers” or that their labor is undervalued.

    This shift often translates into feelings of anger, shame and frustration. Without clear avenues for expressing or resolving these feelings, some men may withdraw, becoming more isolated and resentful.

    The isolation, loneliness and frustration felt by these men manifest in various ways, including higher rates of mental health issues, substance abuse and even suicide. Data shows that men, particularly middle-aged men, have some of the highest rates of suicide in the United States, and they are also disproportionately affected by the opioid crisis. Lacking strong social support systems, they often fall through the cracks of mental health and social services, either because they lack the resources or because they feel stigmatized in seeking help.

    Politically, this alienation can drive disenchantment with mainstream narratives and established institutions. Many feel overlooked or even disrespected by a society they perceive as indifferent to their struggles. As a result, some turn to populist figures who channel their frustrations, adopting hypermasculine postures that seem to defy what they view as a culture overly critical of traditional masculinity. They are often receptive to leaders who emphasize strength, defiance of convention and a willingness to challenge norms—qualities that appear to stand in opposition to the mainstream culture they feel has rejected or devalued them. Political rhetoric that champions the “forgotten man” resonates deeply with these individuals, promising to restore the dignity and respect they feel has been taken from them.


    Gender antagonism has surged due to a complex mix of economic, social and cultural changes that have disrupted traditional roles, heightened insecurities and polarized public discourse.

    With the decline of traditionally male-dominated industries and growth in service sectors, many men face economic insecurity, disrupting the breadwinner role that historically provided identity and respect. Meanwhile, women’s increased workforce participation challenges traditional male roles, creating frustration and resentment as economic stability and established identities shift.

    As expectations for equal partnerships grow, many men raised with conventional norms feel unprepared for these shifts. New dynamics around independence and equity can fuel misunderstandings, alienation and resentment, especially when traditional gender expectations clash with modern relationship ideals.

    Increased awareness of issues like misogyny and toxic masculinity has led to critiques that some men feel unfairly target their identities. Misunderstandings around terms like “toxic masculinity” can foster defensiveness, as positive models for masculinity are often lacking in these discussions.

    Social media amplifies divisive, adversarial portrayals of gender, reinforcing stereotypes and fostering resentment. Gender issues have also become politicized, making nuanced conversations difficult and polarizing gender dynamics further.

    Traditional gender roles are evolving quickly, leading to identity crises as qualities like stoicism or assertiveness are redefined. Without inclusive pathways to navigate these changes, many feel insecure or alienated, fueling tension.

    Social isolation, especially among men, has intensified, with limited support systems leading to loneliness and resentment. Emphasis on victimhood narratives also fuels a “competition of grievances,” as men’s economic and social struggles seem to compete with women’s issues, leading to mutual resentment.


    What is the path forward?

    To address the rising sense of alienation among American men and reduce gender antagonism, we need practical solutions that validate their experiences, offer purpose and foster constructive engagement. This isn’t solely about economic or demographic shifts; it requires holistic policies and social initiatives that support men’s economic stability, familial roles and community involvement without condescension.

    1. Economic stability and accessible upskilling. Policies that support well-paying, stable jobs, especially in trades and skilled labor, can help restore pride and purpose. Expanding accessible training—through apprenticeships, vocational programs and targeted certifications—can revitalize pathways to economic self-sufficiency and respect. Higher education, particularly community colleges, can play a vital role, but they must adopt practical, flexible models that allow working men and women to balance existing responsibilities with upskilling opportunities. Here are some strategies:
    • Employer partnerships for on-the-job training: Colleges can work with local industries to design programs that meet workforce needs and offer on-site training, allowing employees to earn while they learn.
    • Affordable, results-oriented programs: Expanding low-cost programs that focus on high-demand skills provides a clear incentive for workers to invest their time, with direct connections to jobs, salary increases and career advancement.
    • Mentorship and career support: Programs that connect students with mentors who have successfully upskilled can offer both guidance and motivation, especially for those hesitant about returning to school.
    • Enhanced job placement and counseling services: Colleges can offer support in aligning new skills with market demands, ensuring students can quickly apply their skills to new roles or promotions.
    • Skills-based certifications in growth sectors: Short-term certifications in fields like cybersecurity, skilled trades and advanced manufacturing can appeal to workers by providing clear pathways to better jobs.

    Higher education must provide clear, realistic pathways to secure employment, with affordable, high-quality vocational training and credentialing programs that align tightly with job market needs.

    1. Supporting fathers and family involvement. Fostering men’s roles as fathers, particularly those separated from their children, is essential. Legal reforms that promote equitable custody arrangements, along with targeted support for single fathers, can help men stay actively involved in family life. Programs offering parental counseling and father-centered parenting classes can restore purpose and fulfillment, reducing feelings of alienation from loved ones.
    2. Building community and combating isolation. To address social isolation, we need community spaces where men can forge friendships and feel connected. Initiatives centered on shared activities—such as sports leagues, volunteer groups or veterans’ organizations—offer valuable opportunities for camaraderie, helping men form supportive networks and reinforcing a sense of belonging and social cohesion.
    3. Recognizing and celebrating men’s contributions. Society benefits from recognizing men’s contributions through mentorship, craftsmanship, coaching and community leadership. Programs that emphasize these roles and celebrate male contributions can help men find renewed purpose in positive, community-oriented activities. Acknowledging these contributions adds value to society without diminishing other forms of progress.
    4. Addressing gender antagonism with understanding. Reducing gender antagonism requires an approach that acknowledges the unique challenges men and women face without casting all men as insensitive or prone to toxic traits. Public discourse should address specific actions or attitudes within their contexts rather than implying these are inherent in all men. Media portrayals that reinforce negative stereotypes about masculinity need to be challenged. Inclusive narratives that recognize both men’s and women’s struggles and contributions foster empathy, helping bridge divides rather than deepen them.
    5. Embracing shared human values. Many core values—compassion, respect, integrity, resilience—are universal. Shifting our focus from gendered virtues to shared human qualities can foster unity and mutual respect, emphasizing individual strengths over rigid gender norms.

    The erosion of traditional male roles has left many men feeling adrift, disconnected from the sources of pride and identity that once defined them. Only by acknowledging these challenges and investing in creative solutions that restore economic stability, respect, connection, meaning and purpose can we create a healthier, more balanced and respectful society for all.

    Steven Mintz is professor of history at the University of Texas at Austin and the author, most recently, of The Learning-Centered University: Making College a More Developmental, Transformational and Equitable Experience.

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  • How the humanities got us through the pandemic (opinion)

    How the humanities got us through the pandemic (opinion)

    For a moment, best-selling novelist Julia Alvarez sounded abashed. She was being interviewed by National Public Radio’s Scott Simon on April 4, 2020, about her new novel, Afterlife.

    “I’ve got to say this, too, Scott, it feels kind of weird to be talking about my novel, and somehow promoting it, at a time like this,” she explained. “I feel like it just doesn’t quite feel right, because, you know, it’s not business as usual.”

    “But you know,” Simon responded, “reading your novel this week gave me great pleasure. I think there’s no reason for you to feel that there’s something unusual in this. You’ve created a splendid work of art that can give comfort to people now, and I’m glad you can talk about it. I think people need to hear that, too.”

    This brief exchange almost perfectly encapsulates the public insecurity many felt about discussing the value of the humanities in a moment of global medical calamity. To discuss fiction, poetry, painting and music under the shadow of mass death threatened to make discussants appear dilettantish at best, and insensitive snobs at worst.

    But that perception did not match reality during the COVID-19 pandemic. We all read books, found new music to enjoy, watched TV and streaming movies, and communicated widely about how the humanities provided succor and catharsis during a time of enormous emotional stress. Our social media feeds and group texts throughout 2020 and 2021 were filled with recommendations to others about the movies, books and music we enjoyed.

    But today, those conversations are largely forgotten. Public discourse around the COVID-19 pandemic now revolves around public health decision-making, scientific arguments about vaccines and the origins of the virus, and other debatable propositions. Remembrance of what actually happened—that is, our daily habits and activities under lockdown—is rarely chronicled in detail. Everyone wants to move on.

    Yet such intentional amnesia obscures the ways the humanities got us through those difficult months.

    The truth is the humanities—that is, the use of creativity and imagination, in questioning the human condition—remained absolutely central to our collective survival. The evidence, though difficult to measure in quantitative metrics, exists in the atmospheric ways that humanities media continually provided relief and distraction when scientific answers were still unknown and we all felt threatened by an unknown future.

    With the fifth anniversary of the start of the COVID-19 pandemic upon us, we are undoubtedly going to hear much about Operation Warp Speed, the Wuhan Institute of Virology and other scientific and medical legacies.

    We’ll hear much less about the humanities and the role they played.

    The problem is we’re loath to label Netflix, YouTube, podcasts and other technological marvels as humanities media. Instead, we talk about how new technologies distract, mislead and misinform us. We do not remember how we reached for them in the search for comfort in a time of true existential crisis, and the vital role they played in social cohesion.

    There’s been a lot written about the crisis in the humanities. There’s been far less written about the humanities during a crisis. And that’s a mistake, because as we move further past 2020–2021, we will all likely forget when the power and vitality of the creative arts helped keep us grounded, sane, curious and, if necessary, distracted.

    The very invisibility today of what occurred then needs to be illuminated. Even at the time—as evidenced by Julia Alvarez’s reservations about talking about her novel—it seemed almost embarrassing to celebrate witty scenes from Broadway plays, to choreograph interpretative dances or jot down lines of poetic observation. Yet moments of sublime, thoughtful, philosophical and engaging artistry arose everywhere.

    How many people today recall the brilliant daily updates provided by Dr. Craig Smith, the chief of surgery at Columbia University Irving Medical Center? Smith continually quoted Emily Dickinson, Mark Twain, Rudyard Kipling, Bertrand Russell, T. S. Eliot and others for inspiration in his daily updates. The Wall Street Journal labeled Smith “the pandemic’s most powerful writer” while noting the “elegant, almost poetic” prose of his daily dispatches. Smith often relied on poetry to express the inexpressible, and many Americans eagerly read his work—not just to be informed, but to also be comforted emotionally. Smith understood the enormity of the existential confrontation that faced every American in 2020, and so employed his knowledge of the humanities to help others comprehend the incomprehensible. His artistry as a writer provided an enormous public service.

    That’s precisely what Scott Simon was telling Julia Alvarez. She had nothing to apologize for, and, in fact, her artistic achievement in an unprecedented era of doubt, anxiety and uncertainty was a gift that would be gratefully received and appreciated.

    A major problem with the humanities is that so much of its success will always remain invisible to the audiences that consume it. We are primed to take for granted the artistic process, now that AI can mimic it. History videos and podcasts remain available anytime, and ebooks can be downloaded so easily. We can see the Mona Lisa at any moment. Many of the world’s greatest artworks, and the most beautiful song performances, can be found instantly. It’s a miracle unimaginable to earlier generations, but it also paradoxically devalues the time, effort and creativity that inspired such beauty.

    Debates about how to make the humanities more visible and relevant arise often. Some argue that the humanities should emphasize the analytics and metrics concerning job development and career preparation, or comparative salary growth over the course of a career. Others counsel the embrace of new avenues of promotion and marketing. But the first step needs to be simple recognition. We must make immediately clear—without obfuscatory language or elevated rhetoric—the impact of the humanities in the present and in the near past.

    When the pandemic threatened the stability of the world, the answers people sought were primarily medical and scientific. But intertwined with anger and impatience in that moment was a yearning for meaning far more spiritual than empirical. As our regular routines of time and space became unsettled, and communication and interactivity more ambiguous, the need to explore the essence of what it means to be human naturally arose. People became creative, trying out new baking recipes, teaching themselves to play guitar or piano, or drawing sketches or drafting poetry. This was not simple escapism—it was engagement with our imaginations.

    We also wondered about the future of humankind. We might not have called our ruminations, prayers, thoughtfulness, curiosity and questioning “philosophy,” but that’s what we were practicing. Those moments got many of us through when daily anxiety threatened existential desperation.

    That the humanities sustained us through the pandemic is undeniable. The evidence is everywhere: We just need to see it, remember it and celebrate it. When a global primal moment of fear exploded—seemingly out of nowhere—to take control over our lives, it was fiction, movies, poetry, art, philosophy and music that moved us forward into the future. It was not solely the vaccines.

    That’s history. And now it’s memory, too. The key question is whether humanities scholars understand these great achievements and will make them more widely known.

    Michael J. Socolow is a professor in the Department of Communication and Journalism at the University of Maine and formerly served as director of U Maine’s McGillicuddy Humanities Center from 2020 to 2022.

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  • U.S. can improve data collection on AI/AN college students

    U.S. can improve data collection on AI/AN college students

    Native American student enrollment has been on the decline for the past decade, dropping 40 percent between 2010 and 2021, a loss of tens of thousands of students. Of the 15.4 million undergraduate students enrolled in fall 2021, only 107,000 were American Indian or Alaska Native, according to the National Center for Education Statistics.

    Researchers argue that the small population is not as small as it seems, however, due in part to federal practices of collecting data on Native populations, according to a new report from the Brookings Institute, the Institute for Higher Education Policy and the Urban Institute.

    Federal measures of race and ethnicity in postsecondary education data undercount the total population of Native American students, in part due to insufficient sampling, lack of data on tribal affiliation and aggregation practices that erase Native identities, researchers wrote.

    “For too long, Native American students have been severely undercounted in federal higher education data, with estimates suggesting that up to 80 percent are classified as a different race or ethnicity,” Kim Dancy, director of research and policy at IHEP, told Inside Higher Ed. “This chronic data collection failure renders Native students invisible in federal data systems and prevents clear assessments of the resources necessary to support student success.”

    In May 2024, the federal government announced new standards for collecting data on American Indian and Alaska Native (AI/AN) populations, which would improve the inclusivity and accuracy of data for students from these groups.

    The Obama administration introduced similar changes in 2016, but they were never implemented under the first Trump administration in 2017. Researchers worry a similar pattern may follow under the second Trump administration.

    “The second Trump Administration has demonstrated reluctance to prioritize data transparency, which could further jeopardize these efforts and stall progress,” Dancy said. “Without strong implementation of these standards, Native students will continue to be overlooked in federal policy decisions.”

    “It is critical that the Trump administration allow the revised SPD 15 standards to remain in effect, and for officials at ED and elsewhere throughout government to implement the standards in a way that provides Native American students and communities with the same high-quality data that all Americans should be able to access,” report authors wrote.

    Data Analysis at Risk

    The Education Department has canceled dozens of contracts in recent weeks, tied to the Trump administration’s Department of Government Efficiency. Many of these contracts related to student data analysis in both K-12 and postsecondary education.

    State of play: Degree attainment for Native Americans is bleak, according to data presently available. Twenty-six percent of Native American adults in the U.S. hold an associate degree or higher, and only 16 percent hold a bachelor’s degree or higher, according to 2024 data from the U.S. Census Bureau. In comparison, bachelor’s degree attainment by all other races is higher: 20 percent for Latino, 25 percent for Black, 38 percent for multiracial, 40 percent for white and 61 percent for Asian American students.

    Of the 58 percent of American Indian/Alaska Native students who enrolled in higher education beginning in 2009, over half (55 percent) didn’t earn a credential. In 2023, the National Student Clearinghouse Research Center reported six-year completion rates had fallen two percentage points among Native Americans, to 47.5 percent—21 percentage points lower than their white peers and 27 percentage points lower than Asian students in the 2016 cohort.

    Data collection is not the only barrier to Native student representation and completion in higher education, researchers wrote, “but until data on Native American students are more accurate, accessible, and meaningful, it will prove difficult to address these issues,” which include affordability, disparities in access and retention, and a lack of culturally informed wraparound services.

    Digging into data: Data collection at the U.S. Department of Education has several problems that disadvantage Native students more than other groups, according to the report. Native student data is often “topcoded” as Hispanic or Latino, essentially erasing Native student identities, filed under “more than one race” without further detail, or coded without tribal affiliation or citizenship.

    While topcoding students as Latino or Hispanic or categorizing learners as more than one race applies to all racial categories, Native American individuals are categorized this way at a higher rate than any other major group, which diminishes their representation.

    Additionally, ED independently makes decisions to not disaggregate or provide detailed data on racial and ethnic subgroups, such as topcoding Latino or Hispanic students, that is not modeled at other federal agencies, such as the Census Bureau and the Bureau of Labor Statistics.

    The last time the Office of Management and Budget revised data-reporting processes for colleges and universities, which allowed individuals to identify as more than one racial group, final implementation took place in the 2010–11 academic year.

    In the decade and a half since, Native American student enrollment has declined, and researchers say, “The limitations of ED’s student data made it challenging to discern whether this decline represented an actual change in enrollment trends or was due to the new reporting practices’ undercounting of Native college students.”

    A lack of data impacts institutions, tribes and others tracking student outcomes, reducing opportunities to support learners, and the challenges may perpetuate continued misperceptions of Native students’ journeys through higher education.

    New policies: In 2024, OMB created new federal standards around collecting data on race and ethnicity that would enhance data collection when it comes to Native populations. Federal agencies are required to create plans for implementation by September 2025 and be in full compliance by March 2029, leaving the Trump administration responsible for implementation of the revised standards.

    OMB outlined three approaches for agencies on how they might consider presentation of aggregated data on multiracial populations:

    • Alone or in combination, which includes students who identify with more than one racial or ethnic group in all reporting categories.
    • Most frequent multiple responses, reporting on as many combinations of race and ethnicity as possible that meet population thresholds.
    • Combined multiracial or multiethnic respondents into a single category.

    This third option would be most harmful to Native students, because it would perpetuate undercounts, researchers caution, and therefore policymakers should avoid it.

    Moving forward, report authors recommend ED and Congress collect and publish disaggregated data on Native American students, partner with tribal governments to increase data transparency and provide guidance and resources to institutions to improve their quality of data.

    “We encourage the Education Department to continue seeking input from Native communities, including voices that have been historically excluded from policy-development efforts,” Dancy said. “Accurate data alone won’t eliminate the structural inequities Native students face. But without the data, we cannot begin to dismantle the inequities.”

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