Divisive or Real Life? Undergraduate Black Students’ Perceptions of Anti-DEI Legislation at 1862 HWPI Land-Grants in the Deep South

Abstract

This critical narrative study examined undergraduate Black students’ perceptions of anti-DEI legislation at 1862 historically and predominantly white land-grant institutions (HPWI) in the Deep South. The purpose of this study was to understand how these students perceive, develop awareness, and experience anti-DEI policies at their institutions. Using semi-structured interviews and a community listening session inspired by Bhattacharya’s (2021) culturally situated theorizing, data were collected from eleven undergraduate Black students (four women and seven men) representing ten HPWIs across nine Deep South states. Critical narrative inquiry (Pino Gavidia & Adu, 2022; Smith & Sparkes, 2005) and an anti-Blackness framework (Dumas, 2016) guided the analysis. Findings were organized through an episodic structure with a theme of “Divisive or Real Life?” To capture the layered and ongoing nature of students’ experiences, I created titles such as: (a) A Bill with My Name on It, (b) Off the Record: Awareness in the Margins, and (c) Bearing the Weight: The Real Lives Behind Anti-DEI Legislation. Perception addressed how Black students interpret anti-DEI legislation, awareness explored how Black student become aware of policies affecting them, and experience illuminated how they feel, navigate, and live through such policies. A final “reunion” episode brought participants together to reflect collectively on their experiences. Findings reveal that 1862 land-grant HPWIs stated commitments to equity, access, and Black student success often diverge from their current policy actions under anti-DEI mandates. Implications for practice and future research are discussed for undergraduate Black students, practitioners, institutional types, and collegiate athletics.