The Impact of Anti-Diversity Policies on the Teaching of Public Health Education

Abstract

The current higher education political landscape is divisive, with many feeling the deep polarization and scrutiny from lawmakers. This environment can make meeting national standards for public health instruction challenging, yet little is found currently in established literature related to this emerging topic. This qualitative inquiry sought to document the differences among anti- justice, equity, diversity, and inclusion (JEDI) policies across the nation and the diverse ways faculty are responding. Initial focus group participants were recruited at a national public health conference via announcement of opportunity during plenary sessions and word of mouth, and subsequent participants were referred through snowball sampling. Following focus group interviews with 21 faculty members across the U.S., multiple themes emerged via thematic analysis and were confirmed through inter-rater coding. Findings documented stark differences by state in which a participant taught, highlighting changes in teaching methodology, language used in writing and speaking, and serious concerns about academic freedom. Those in conservative states reported having more challenges around the teaching of JEDI topics than those in liberal states, yet participants were adamant about the importance of training public health educators to work with very diverse community groups. This study highlights current challenges for public health faculty across the U.S. and some of the creative strategies to overcome them. Recommendations for faculty members, public health programs, and accrediting bodies are provided.