“Do I really belong here?” When I first arrived to my undergraduate college campus, this was one of the first questions to pop into my mind. And it turns out I was not alone. Researchers have established that many students, and particularly students from groups or backgrounds that have been historically underrepresented in higher education, ask themselves this same question. The more students feel welcomed and valued, or as if they belong on their university campuses, the better off they tend to be in the long run—both academically and in terms of their own well-being.  

These patterns are some of the reasons that initiatives surrounding diversity, equity and inclusion (DEI) are so important. For decades, universities have been trying to both diversify their student bodies and to build more inclusive campus cultures through dedicating resources to DEI initiatives. 

Recently, these types of initiatives have come under attack. Conservative lawmakers have introduced anti-DEI legislation in over 30 states, or 60% of our country. Anti-DEI legislation includes bills forbidding financial spending on DEI efforts, eliminating university staff dedicated to DEI pursuits, remove multicultural centers and banning the discussion of diversity-related topics in courses, among other restrictions.  

As attacks on DEI efforts become more common, understanding their potential impacts is crucial. How might these policies affect students' expectations of campus life? What broader consequences could such restrictive policies have for universities and society? 

At the University of Connecticut, our research lab is investigating such questions. And the answer, so far, seems to be that anti-DEI policies are harmful not only for students but for broader university dynamics as well. Data from a recent experiment revealed that students, regardless of racial background, expect to have a less positive experience at a university with anti-DEI policies and are less likely to attend that university if admitted (compared to a similar university without these policies). The negative impacts are more pronounced for racial minority students, emphasizing anti-DEI initiatives may be particularly damaging for students from marginalized backgrounds. We are currently examining dynamics among individuals with other marginalized identities beyond race.   

Anti-DEI initiatives may also impact universities in other ways besides shaping potential students’ expectations. For example, in another experiment, we find that participants who imagine themselves as university alumni report that they would be less likely to donate to and to generally engage with an alma mater that has recently become subject to an anti-DEI policy, even if the given policy were not in place during their original period of attendance.  

Together, these findings highlight that anti-DEI policies may not only represent a threat to the inclusive values that we as educators strive to embody, but also for university bottom lines through mechanisms like student enrollment and alumni donations.  

Historically, DEI initiatives have concentrated on not only recruitment but also boosting retention, fostering a sense of belonging, and enhancing academic success for students from historically underrepresented backgrounds. We hope our recent investigations will spur future research on mechanisms of resistance and overcoming the negative impacts of anti-DEI legislation, preventing a reversal of progress in educational equity and ensuring continued advancement. Ultimately, we hope to help make sure all students have an opportunity to attend universities where they feel included and valued, and are able to ultimately be successful.  

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