Transformative Opportunities: The need for DEI programs in higher education
It was the summer of my first year of graduate school when the U.S. Supreme Court overturned the use of race-conscious college admissions. The court’s 2023 opinion made it unlawful for colleges and universities to take an applicant’s race into consideration.
I remember reading the headlines and thinking to myself, “I just barely got in.”
As a first-generation college student and Peruvian American, I already knew seeing students like me in higher education was uncommon, but this decision only made it more difficult for future generations of students from communities like mine to climb the economic ladder.
Diversity, equity and inclusion (DEI) policies are the gateway to opening doors for students who historically would not have the opportunity to go to school because of discriminatory obstacles. During the 19th and 20th centuries, Latinx students were placed in schools separate from their white counterparts, simply because of their complexion and last name. School officials even claimed in court that Latinx students were dirty and infected with diseases that endangered white students. These schools were often understaffed and undersupplied.
At colleges and universities, it was not until such DEI policies began recognizing that students of all backgrounds should be afforded the opportunity to attend that students like me had the chance to demonstrate our potential in these spaces that were not designed to serve us.
Sadly, since the Supreme Court ruling, we’ve not only seen the end of race-conscious admissions, but an attack on DEI programs in general by state legislatures. What’s more, the Heritage Foundation, a conservative think tank, has produced Project 2025, a blueprint to radically reshape the federal government, which would continue the assault on DEI efforts.
Ultimately, Project 2025 attempts to ignore the history of inequality in the U.S. It also reinforces colonial legacies by painting students of color as the problem – students whose goals are to disrupt classrooms with their “woke” ideas. The same applies to educators. It excludes voices and experiences like mine that challenge the majority to recognize their privileges.
I consider myself privileged knowing I was able to overcome obstacles to advance my academic prospects and pursue my career. I also recognize the systems in place that advocated for students like me. My education is a tool for change for myself and others. It is why I use my platform to advocate for DEI policies that can be transformative for historically marginalized communities.
Every student is worthy of a seat in academia.
Gabriella Ramirez is an intern for the federal policy team at the Southern Poverty Law Center pursuing a master’s degree in international affairs at Columbia University.
Image at top: Photo illustration by the SPLC.
