The Impact of State and Federal Policies on Academic Researchers: Findings from a National Survey
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| Title: | The Impact of State and Federal Policies on Academic Researchers: Findings from a National Survey |
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| Language: | English |
| Authors: | Dylan Ruediger, Chelsea McCracken, Jonathan Barefield, Ithaka S+R |
| Source: | ITHAKA S+R. 2026. |
| Availability: | ITHAKA S+R. Available from: ITHAKA. One Liberty Plaza, 165 Broadway 5th Floor, New York, NY 10006. Tel: 212-500-2355; e-mail: ithakasr@ithaka.org; Web site: https://sr.ithaka.org |
| Peer Reviewed: | N |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Policy, State Policy, Public Policy, Federal Government, National Surveys, Researchers, Higher Education, Academic Freedom, Research Administration |
| DOI: | 10.18665/sr.325485 |
| Abstract: | States have recently enacted legislation limiting postsecondary instruction on a range of topics, while imposing new requirements and restrictions in areas such as curriculum and shared governance. In addition to these state policies, the Trump administration initiated agency policies, executive orders, and investigations that resulted in the cancellation of already-awarded grants made to individual researchers, systematically withheld grant funds from entire universities, and required that future grants awarded by federal agencies conform strictly to the administration's stated priority of dismantling diversity, equity, and inclusion (DEI) initiatives. Recent surveys indicate that divisive concepts and similar state legislation, as well as federal actions on DEI, are influencing how faculty approach teaching potentially controversial topics and making curricular decisions, although assessments of the magnitude of this effect vary. As data on the impacts that these policies are having on individual researchers and their research agendas are scarce, Ithaka S+R fielded a national survey of researchers at US academic institutions. The wide-ranging research instrument yielded 4,003 responses and a comprehensive data set about collaborative practices, support needs, and motivations of researchers from a wide range of fields and institution types. The survey included several questions about academic freedom within the research enterprise, and those findings are the subject of this brief. The findings provide statistical evidence that the self-censoring practices that have been documented among faculty in their role as teachers are spilling over into their research agendas, imperiling American leadership in scientific research and higher education's capacity to contribute to solving complex global challenges. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED681066 |
| Database: | ERIC |
| Abstract: | States have recently enacted legislation limiting postsecondary instruction on a range of topics, while imposing new requirements and restrictions in areas such as curriculum and shared governance. In addition to these state policies, the Trump administration initiated agency policies, executive orders, and investigations that resulted in the cancellation of already-awarded grants made to individual researchers, systematically withheld grant funds from entire universities, and required that future grants awarded by federal agencies conform strictly to the administration's stated priority of dismantling diversity, equity, and inclusion (DEI) initiatives. Recent surveys indicate that divisive concepts and similar state legislation, as well as federal actions on DEI, are influencing how faculty approach teaching potentially controversial topics and making curricular decisions, although assessments of the magnitude of this effect vary. As data on the impacts that these policies are having on individual researchers and their research agendas are scarce, Ithaka S+R fielded a national survey of researchers at US academic institutions. The wide-ranging research instrument yielded 4,003 responses and a comprehensive data set about collaborative practices, support needs, and motivations of researchers from a wide range of fields and institution types. The survey included several questions about academic freedom within the research enterprise, and those findings are the subject of this brief. The findings provide statistical evidence that the self-censoring practices that have been documented among faculty in their role as teachers are spilling over into their research agendas, imperiling American leadership in scientific research and higher education's capacity to contribute to solving complex global challenges. |
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| DOI: | 10.18665/sr.325485 |
