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A Call to Build Coalitions to Disrupt a Climate of Suppression

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Title: A Call to Build Coalitions to Disrupt a Climate of Suppression
Language: English
Authors: Liliana M. Garces (ORCID 0000-0002-8224-0512), Jackie Pedota (ORCID 0000-0002-4906-9522), Eliza Epstein
Source: Change: The Magazine of Higher Learning. 2025 57(2):4-10.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 7
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Diversity Equity and Inclusion, Educational Legislation, Educational Policy, Higher Education, Academic Freedom, Institutional Autonomy, Educational Cooperation
DOI: 10.1080/00091383.2025.2471242
ISSN: 0009-1383
1939-9146
Abstract: Repressive laws in the form of anti-diversity, equity, and inclusion legislation and policies seek to roll back programs and initiatives in higher education that promote equal access and opportunity for students from marginalized communities. These repressive laws and other accompanying factors from the legal environment are prompting some institutional leaders, administrators, and faculty members to abandon not only the activities that are prohibited, but those that remain permissible. This article identifies the components fueling this climate of suppression and the consequences that responses to this climate pose for higher education, and offers principles and actions to help leaders mitigate these challenges. The authors contend that these bills must be seen as part of a larger sociolegal environment that includes the 2023 U.S. Supreme Court rulings on race-conscious admissions and other factors that exert significant pressure on education professionals to abandon well-researched, effective, equity-minded practices that remain lawful and essential. To disrupt this suppressive climate, diverse stakeholders--such as advocacy groups and philanthropic organizations-- need to ignite a collective effort to help bolster the capacity of leaders, administrators, faculty members, and students to preserve institutional autonomy and advance the mission of higher education.
Abstractor: ERIC
Entry Date: 2026
Accession Number: EJ1498998
Database: ERIC
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  Value: <anid>AN0184339886;chg01mar.25;2025Apr11.02:24;v2.2.500</anid> <title id="AN0184339886-1">A Call to Build Coalitions to Disrupt a Climate of Suppression </title> <hd id="AN0184339886-2">In Short</hd> <p></p> <ulist> <item> Repressive laws in the form of anti–diversity, equity, and inclusion legislation and policies seek to roll back programs and initiatives in higher education that promote equal access and opportunity for students from marginalized communities.</item> <p></p> <item> These repressive laws and other accompanying factors from the legal environment are prompting some institutional leaders, administrators, and faculty members to abandon not only the activities that are prohibited, but those that remain permissible.</item> <p></p> <item> These responses to a climate of suppression represent a dynamic of repressive legalism and compromise the ability of education professionals to advance student learning and success.</item> <p></p> <item> To disrupt this climate of suppression, diverse stakeholders in higher education must come together to bolster the capacity of higher education leaders, administrators, faculty members and students to preserve institutional autonomy and the educational mission of higher education.</item> </ulist> <p>Since 2020, higher education leaders and administrators have faced evolving pressures in the legislative and policy arena to roll-back equity-promoting and diversity-related programs and initiatives designed to create inclusive educational environments. These threats include proposed bills in 29 states, 15 enacted laws, a 2025 Dear Colleague Letter, and multiple Trump Executive Orders, including an anti-diversity, equity, and inclusion one that is currently blocked by a federal court following a legal challenge from a coalition of actors (Garces, [<reflink idref="bib10" id="ref1">10</reflink>]; Hawkins, [<reflink idref="bib13" id="ref2">13</reflink>]).</p> <p>Commonly, the state bills prohibit the funding of diversity, equity and inclusion offices and officers, mandatory diversity trainings, solicitation of diversity statements, and activities that the legislation characterizes as "preferences" or "special benefits" on the basis of race, sex, color, ethnicity, or national origin. Some of the prohibited programs and initiatives include pipeline programs and identity-based student support initiatives, which were established to address the barriers that restricted access and opportunity for historically marginalized students (see, e.g., Bauman et al., [<reflink idref="bib4" id="ref3">4</reflink>]; Hurtado et al., [<reflink idref="bib14" id="ref4">14</reflink>]; Patton, [<reflink idref="bib25" id="ref5">25</reflink>]). More than 30 years of research has shown how these efforts have helped these students access and persist in a higher education system that was not originally designed to serve them (Jayakumar & Museus, [<reflink idref="bib16" id="ref6">16</reflink>]; Milem et al., [<reflink idref="bib23" id="ref7">23</reflink>]; Museus, [<reflink idref="bib24" id="ref8">24</reflink>]).</p> <p>But these repressive laws have also been interpreted to apply to activities that are not expressly covered and that remain permissible, like research and many teaching-focused activities (Forbes, [<reflink idref="bib9" id="ref9">9</reflink>]; Kepner, [<reflink idref="bib18" id="ref10">18</reflink>]; Zahneis, [<reflink idref="bib31" id="ref11">31</reflink>]), with profound negative consequences for the ability of education professionals to promote student learning and success.</p> <p>In this article, we identify the components fueling this climate of suppression and the consequences that responses to this climate pose for higher education, and we offer principles and actions to help leaders mitigate these challenges. We contend that these bills must be seen as part of a larger sociolegal environment that includes the 2023 U.S. Supreme Court rulings on race-conscious admissions and other factors that exert significant pressure on education professionals to abandon well-researched, effective, equity-minded practices that remain lawful and essential. To disrupt this suppressive climate, diverse stakeholders—such as advocacy groups and philanthropic organizations—need to ignite a collective effort to help bolster the capacity of leaders, administrators, faculty members, and students to preserve institutional autonomy and advance the mission of higher education.</p> <hd id="AN0184339886-3">A Climate of Suppression</hd> <p>Legislation restricting diversity, equity and inclusion represents just one form of pressure within the broader sociolegal environment, driving administrators to curb policies and practices that remain permissible and crucial for providing equal access and opportunity and for realizing the educational mission of higher education. Figure 1 illustrates the range of law-based pressures higher education professionals face in this environment. These pressures include (a) court cases such as <emph>Students for Fair Admissions v. Harvard</emph> (2023); (b) threats of litigation; (c) proposed bills and enacted legislation aimed at defunding diversity, equity and inclusion initiatives, as well as anti-critical race theory and anti-lesbian, gay, bisexual, and transgender measures; and (d) "jawboning" strategies, as termed by PEN America (Sachs & Young, [<reflink idref="bib29" id="ref12">29</reflink>]), where individuals like legislators and governing board members leverage their authority to compel changes in programs and policies without introducing new legislation.</p> <p>PHOTO (COLOR): Figure 1. Law-Based Pressures Facing Higher Education Professionals</p> <p>Together, these tactics ratchet up fear, increase surveillance, and create an environment in which institutional actors protect themselves from the threat of backlash (i.e., loss of state funding) by abandoning essential policies and practices that remain lawful. Such responses have been ascribed to the "chilling effect" or "anticipatory compliance" that these laws generate, terms that we argue do not fully capture the combined environmental pressures that drive the responses.</p> <p>In this article, we call for education professionals to understand responses to anti-diversity, equity and inclusion legislation and policies through the lens of <emph>repressive legalism,</emph> which captures how perceptions of the legal environment can narrow understandings of what is possible and suppress mission-focused policy (Garces et al., [<reflink idref="bib11" id="ref13">11</reflink>], p. 1059). This concept of repressive legalism first emerged in a study that examined how postsecondary institutional responses to hate speech–related incidents were often heavily shaped by perceptions of the legal environment rather than what was legally permissible and in support of mission-focused goals (Garces et al., [<reflink idref="bib11" id="ref14">11</reflink>]). For example, in the aftermath of hate speech–related incidents, administrators refrained from supporting targeted students out of concern that legislators would deem such responses preferential to students of color rather than as mission-driven (Garces et al., [<reflink idref="bib12" id="ref15">12</reflink>]).</p> <p>Repressive legalism explains how, when faced with proposed anti-diversity, equity and inclusion legislation, institutional leaders often respond with silence or minimal communication out of fear of losing their jobs or state funding (Briscoe & Jones, [<reflink idref="bib6" id="ref16">6</reflink>]) and why some institutions preemptively eliminate programs before any legislation is passed (Knox, [<reflink idref="bib21" id="ref17">21</reflink>]). These responses, in turn, amplify the pressures of an already repressive legal landscape, leading faculty to alter their teaching and research focus out of rational fear.</p> <hd id="AN0184339886-4">Consequences for the Educational Mission</hd> <p>Figure 2 illustrates how this dynamic of repressive legalism produces harmful consequences that reduce equal access and opportunity by exacerbating unwelcoming and unsupportive campuses and restricting learning and knowledge production meant to disrupt barriers to success and expand opportunities for students.</p> <p>PHOTO (COLOR): Figure 2. Harmful Consequences of Repressive Legalism</p> <p>For example, while the U.S. Supreme Court decision in <emph>Students for Fair Admissions v. Harvard</emph> (2023) restricts the consideration of race in admissions processes, in the wake of this decision and in response to threats of lawsuits (Jaschik, [<reflink idref="bib15" id="ref18">15</reflink>]), universities have changed the parameters of outreach programs, financial aid, and scholarships (Knox, [<reflink idref="bib20" id="ref19">20</reflink>]). Most recently, in the aftermath of the <emph>2025 Dear Colleague Letter</emph> extending the reach of the decision without legal authority (Garces, [<reflink idref="bib10" id="ref20">10</reflink>]), several universities have preemptively closed diversity programs (Binkley et al., [<reflink idref="bib5" id="ref21">5</reflink>]).</p> <p>Relatedly, while the language in enacted state legislation targeting diversity, equity and inclusion initiatives varies by state, it does not generally prohibit <emph>all</emph> programmatic activities that support students of different backgrounds. Certain laws have specific exceptions for faculty instruction, research, academic courses, registered student organization activities, and short-term guest speakers and performers. Yet some colleges and universities have fired well-respected student support staff who were not in diversity, equity and inclusion roles and closed resource centers open to and used by all students (Alonso, [<reflink idref="bib1" id="ref22">1</reflink>]; Kepner & Jimenez, [<reflink idref="bib19" id="ref23">19</reflink>]; Srivastava & Dilley, [<reflink idref="bib30" id="ref24">30</reflink>]). Others have restricted faculty travel funding, stalled the disbursement of grant funds from certain foundations, and abruptly ended a prestigious faculty fellowship program that was open to all yet had a focus on increasing the range of voices in the public sphere (Kepner, [<reflink idref="bib18" id="ref25">18</reflink>]; Zahneis, [<reflink idref="bib31" id="ref26">31</reflink>]).</p> <p>Out of fear of retaliation or professional consequences, faculty members have also altered their curriculum, removed course content, and limited the distribution of their research findings, even when restrictive legislation exempts teaching and research (Pedota, [<reflink idref="bib26" id="ref27">26</reflink>]; Pedota et al., [<reflink idref="bib27" id="ref28">27</reflink>]; Zahneis, [<reflink idref="bib31" id="ref29">31</reflink>]).</p> <p>Ultimately, these combined responses degrade the learning and working environment for faculty members and students. Many faculty of color at colleges and universities in states with restrictive laws have left and prospective students question whether it is worth attending these institutions (Lumina Foundation & GALLUP, [<reflink idref="bib22" id="ref30">22</reflink>]). In fact, the suppression creates a campus context that is exclusionary and laden with distrust (Epstein, [<reflink idref="bib8" id="ref31">8</reflink>]). Collectively, the suppression and resulting actions erode institutional autonomy to advance an education-focused mission, including faculty members' ability to teach and research and students' freedom to learn and succeed.</p> <hd id="AN0184339886-5">Disrupting a Climate of Suppression</hd> <p>To disrupt a climate of suppression, colleges and universities require the support of a diverse set of stakeholders—legislators, civil rights groups, policy and advocacy organizations, philanthropic entities, peer institutions, and alumni—to bolster the capacity of education professionals in advancing mission-driven policies and practices.</p> <hd id="AN0184339886-6">Investing in People, Relationships, and Collective Action</hd> <p>Proactive coalition efforts across national advocacy organizations (e.g., PEN America, the American Association of University Professors, the National Association for the Advancement of Colored People Legal Defense Fund, the American Civil Liberties Union Foundation), professional associations (e.g., National Association of Diversity Officers in Higher Education, National Association of Student Personnel Administrators), policy and advocacy organizations (e.g., American Council on Education, Council of Graduate Schools, Education Counsel), and local groups and organizations can build the capacity of institutional leaders, faculty, and students to navigate the pressures of the legal environment and disrupt a climate of suppression.</p> <p>Through coalitions, organizations can provide trusted evidence-based reports and resources with actionable strategies that can be tailored for institutional leaders, deans, department chairs, and faculty members to safeguard the ability of education professionals to support student learning and success. Efforts can include webinars and open forums to counter feelings of isolation that often contribute to a climate of suppression. Organizations like Education 4 All ([<reflink idref="bib7" id="ref32">7</reflink>]) can serve as valuable models, bringing together a diverse array of actors, leaders, and organizations to offer practical strategies and tools for education professionals.</p> <p>Related efforts can involve creating new supports and partnerships with diverse campus constituencies. Philanthropic organizations, for example, may need to consider new funding structures to support research projects that examine barriers in education, health, and other sectors of society and seek to expand access regardless of background. Others can fill in the void left for administrators and faculty members who can no longer rely on institutional support to attend national or state-level conferences focused on equity. These are just a few of the possible actions that a coalition of diverse organizational actors can support.</p> <hd id="AN0184339886-7">Preserving Institutional Autonomy Through an Active Defense of Academic Freedom</hd> <p>Institutional autonomy is essential to advance knowledge, intellectual inquiry, and innovation, and preserving it requires an active and strategic defense of the rights and responsibilities that academic freedom supports. Originally codified in the U.S. by faculty members in the early 20th century to counter administrative threats, academic freedom is the moral, professional, and law-based principle that supports institutions and individuals in the pursuit of knowledge without fear of reprisal or external political influence. When the principle of academic freedom is upheld, it maintains the integrity of the research and teaching process. Thus, disrupting a climate of suppression in research and teaching requires leveraging coalitions to protect institutional autonomy by reassuring faculty members and students about actions that are lawful, aligned with mission-based goals, and protected by the rights and responsibilities under academic freedom.</p> <p>A powerful example of the essential coalitions needed to actively defend institutional autonomy and academic freedom is evident in the legal challenges to Trump's executive orders and the <emph>2025 Dear Colleague letter</emph> (Hawkins, [<reflink idref="bib13" id="ref33">13</reflink>]), where higher education organizations, labor groups, and officials have united in lawsuits.</p> <p>To disrupt a climate of suppression, a defense of academic freedom must also acknowledge its history, which has led to a present where minoritized faculty members—those who often advance scholarship that addresses inequities (Jimenez et al., [<reflink idref="bib17" id="ref34">17</reflink>]) and who now face greater challenges to do so (Pedota et al., [<reflink idref="bib27" id="ref35">27</reflink>])—frequently do not feel protected by it (e.g., Rangel, [<reflink idref="bib28" id="ref36">28</reflink>]). In response to this complex history and ongoing legislative pressures, the Mellon Foundation's support to the American Association of University Professors (AAUP) to establish an academic center offers a promising collaborative effort. (AAUP, [<reflink idref="bib3" id="ref37">3</reflink>]).</p> <p>It is also critical to make the principles of academic freedom more accessible and understandable to those within and outside the university. Many outside the academy see this principle as a lofty, exclusive, and vague concept. However, academic freedom is a crucial protection that allows faculty to address pressing educational, public health, environmental, and economic issues without interference from corporations or public officials that may seek to derail this research. Organizations can bolster the capacity of campus leaders to create communication campaigns that publicly share the value of academic freedom through concrete examples (AAUP, [<reflink idref="bib2" id="ref38">2</reflink>]) to demonstrate its importance, its relevance to everyday life, and its connection to our fundamental freedoms.</p> <p>In sum, increasing legislative and political pressures to restrict diversity, equity and inclusion initiatives in higher education create a suppressive climate that leads administrators and faculty to unnecessarily abandon essential mission-oriented policies and practices. A collective effort, grounded in the need to safeguard institutional autonomy to advance educational missions, is critical to disrupt the climate of suppression and to empower education professionals to provide students with an equal opportunity to succeed, reach their full potential, and be equipped to address society's most pressing challenges, including historic and ongoing inequities.</p> <hd id="AN0184339886-8">Acknowledgments</hd> <p>This work is part of a larger research project generously funded by the Spencer Foundation (# 2020000191), the University of California National Center for Free Speech and Civic Engagement, the Sloan Foundation (G-2023-21077), and the Trellis Foundation (Request ID 15301). The perspectives presented are those of the authors.</p> <hd id="AN0184339886-9">Disclosure Statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0184339886-10"> <title> References </title> <blist> <bibl id="bib1" idref="ref22" type="bt">1</bibl> <bibtext> Alonso, J. (2024, July 1). DEI ban prompts Utah colleges to close cultural centers, too. Inside Higher Ed. https://<ulink href="http://www.insidehighered.com/news/diversity/2024/07/01/onset-anti-dei-law-utah-colleges-close-cultural-centers">www.insidehighered.com/news/diversity/2024/07/01/onset-anti-dei-law-utah-colleges-close-cultural-centers</ulink></bibtext> </blist> <blist> <bibl id="bib2" idref="ref38" type="bt">2</bibl> <bibtext> American Association of University Professors. (n.d.). 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Garces; Jackie Pedota and Eliza Epstein</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Liliana M. Garces, JD, EdD, is the Ken McIntyre Professor for Excellence in School Leadership at the University of Texas at Austin. Her award-winning and internationally recognized scholarship examines how legal and education systems shape educational opportunity and create inequality for historically marginalized student populations.</p> <p>Jackie Pedota, PhD, is a Postdoctoral Associate in the Educational Leadership and Policy Department at the University of Texas at Austin. Her scholarship examines topics within higher education at the intersection of race, power, and organizational change, revealing how organizational dynamics and sociopolitical contexts perpetuate inequities for minoritized campus communities.</p> <p>Eliza Epstein, PhD, is a Postdoctoral Associate in the Educational Leadership and Policy Department at the University of Texas at Austin. She engages questions of educational purpose and pursues liberatory, abolitionist, and anticolonial policy research with a focus on the institutionalization of ethnic studies policy, as well as legislative threats to academic freedom and racial inclusion in higher education.</p> </aug> <nolink nlid="nl1" bibid="bib10" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib13" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib14" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib25" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib16" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib23" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib24" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib18" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib31" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib29" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib11" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib12" firstref="ref15"></nolink> <nolink nlid="nl13" bibid="bib21" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib15" firstref="ref18"></nolink> <nolink nlid="nl15" bibid="bib20" firstref="ref19"></nolink> <nolink nlid="nl16" bibid="bib19" firstref="ref23"></nolink> <nolink nlid="nl17" bibid="bib30" firstref="ref24"></nolink> <nolink nlid="nl18" bibid="bib26" firstref="ref27"></nolink> <nolink nlid="nl19" bibid="bib27" firstref="ref28"></nolink> <nolink nlid="nl20" bibid="bib22" firstref="ref30"></nolink> <nolink nlid="nl21" bibid="bib17" firstref="ref34"></nolink> <nolink nlid="nl22" bibid="bib28" firstref="ref36"></nolink>
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  Label: Title
  Group: Ti
  Data: A Call to Build Coalitions to Disrupt a Climate of Suppression
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Liliana+M%2E+Garces%22">Liliana M. Garces</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8224-0512">0000-0002-8224-0512</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jackie+Pedota%22">Jackie Pedota</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4906-9522">0000-0002-4906-9522</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eliza+Epstein%22">Eliza Epstein</searchLink>
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  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Change%3A+The+Magazine+of+Higher+Learning%22"><i>Change: The Magazine of Higher Learning</i></searchLink>. 2025 57(2):4-10.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 7
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Diversity+Equity+and+Inclusion%22">Diversity Equity and Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Freedom%22">Academic Freedom</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Autonomy%22">Institutional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1080/00091383.2025.2471242
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0009-1383<br />1939-9146
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Repressive laws in the form of anti-diversity, equity, and inclusion legislation and policies seek to roll back programs and initiatives in higher education that promote equal access and opportunity for students from marginalized communities. These repressive laws and other accompanying factors from the legal environment are prompting some institutional leaders, administrators, and faculty members to abandon not only the activities that are prohibited, but those that remain permissible. This article identifies the components fueling this climate of suppression and the consequences that responses to this climate pose for higher education, and offers principles and actions to help leaders mitigate these challenges. The authors contend that these bills must be seen as part of a larger sociolegal environment that includes the 2023 U.S. Supreme Court rulings on race-conscious admissions and other factors that exert significant pressure on education professionals to abandon well-researched, effective, equity-minded practices that remain lawful and essential. To disrupt this suppressive climate, diverse stakeholders--such as advocacy groups and philanthropic organizations-- need to ignite a collective effort to help bolster the capacity of leaders, administrators, faculty members, and students to preserve institutional autonomy and advance the mission of higher education.
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  Data: 2026
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  Data: EJ1498998
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        Value: 10.1080/00091383.2025.2471242
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 4
    Subjects:
      – SubjectFull: Diversity Equity and Inclusion
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Academic Freedom
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      – SubjectFull: Institutional Autonomy
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      – SubjectFull: Educational Cooperation
        Type: general
    Titles:
      – TitleFull: A Call to Build Coalitions to Disrupt a Climate of Suppression
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              Y: 2025
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            – TitleFull: Change: The Magazine of Higher Learning
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