University of North Texas Faces Backlash Over Curriculum Changes Amid DEI Law Scrutiny

University Changes Amid DEI Law Concerns in Denton

In Denton, Texas, the University of North Texas (UNT) is navigating some choppy waters following a recent state law banning diversity, equity, and inclusion (DEI) programs at public universities. A deep dive into internal communications reveals that at least 78 changes have taken place in UNTs courses to comply with this legislation, sparking concerns among faculty about potential censorship.

The Impact of SB 17

Faculty members are feeling uneasy. The legislation, known as SB 17, prohibits DEI offices and initiatives, leaving many in doubt about how it intersects with course instruction and research, despite claims that courses are exempt. Bill Camp, a faculty member in the College of Education, reached out to colleagues on October 28, highlighting that changes were made due to the issues relating to SB 17. He advised his peers, “If a change is being made to your course, there were problems related to SB 17 and the new charge in the legislative session.”

The adjustments involved major revisions to course titles and descriptions. Words such as “race,” “gender,” “class,” and “equity” were removed to align with the new law’s restrictions. Yet, NOT everyone agrees that these changes are a direct result of the law.

Clarifying the Narrative

UNT spokeswoman Devynn Case commented on the situation, asserting that the changes stemmed from a state-mandated curriculum review rather than a reaction to the DEI ban. “The College of Education is currently conducting its curriculum alignment review to ensure it is in line with teacher education standards as required by the state,” she explained. Case further added, “This review is not related to SB 17.”

The internal reviews are led by a committee that includes two faculty members from each department, who help keep their colleagues informed of these developments. Nevertheless, faculty members remain skeptical, as many have observed school administrators express concerns about SB 17’s potential impacts since the spring.

Academic Freedom at Stake?

During a recent state senate hearing, lawmakers grappled with the implications of DEI-related content within the curriculum. Senator Brandon Creighton, who authored the DEI ban, noted that while such course content doesn’t blatantly violate the law, it contradicts its intent. “We’ve received reports about college courses that include DEI elements,” Creighton stated. Some faculty worry that this scrutiny may extend beyond the College of Education and affect various disciplines across UNT and the state at large.

In a pointed appeal, the Texas Conference of the American Association of University Professors urged UNT’s administration to “end the censorship” and uphold commitments to academic freedom. Academic freedom, as they defined it, encompasses the right to teach, research, and express ideas without institutional censorship.

Personal Stakes in Curriculum Changes

Fears over the curriculum changes have startled faculty like Katherine Cumings Mansfield, a professor in educational leadership. Her course titled “Race, Gender and Class in Education” has been retitled “Critical Inquiry in Education”, a name she feels misaligns with the course’s actual content. “This course prepares the next generation of school leaders to advocate for students of all backgrounds,” she expresses, regarding the emotional weight behind these topics.

“Mansfield’s own journey to education reflects the importance of understanding the interconnectedness of demographics and educational experience. As a first-generation college graduate emerged from poverty, she found her path through supportive educators, making the mission of her course even more poignant.

Confusion Reigns

Journalism professor Tracy Everbach expressed her frustrations over the lack of communication from the university regarding potential changes to her course on “Race, Gender and the Media”. This class has been a staple of the UNT curriculum for over two decades and serves as a critical tool for students hoping to understand complex societal issues through media coverage. “Everyone seems to be in a state of confusion,” she remarked, pointing out the ambiguous directives that have left many faculty members wondering what lies ahead.

As UNT staff grapples with these developments, the future of education and curriculum content remains uncertain. Whether these changes will reshape educational discourse across Texas or inspire faculty to advocate for the return of academic integrity is something we will watch closely. One thing is certain—maintaining open dialogues about these essential topics is more important than ever.