32nd Annual UMBC McNair Research Conference

Discourse on the purpose of learning and DEI in U.S. higher education is an increasingly contentious topic. Existing DEI initiatives are under attack, undermining the political and ethical dimensions of learning. Students are also demanding more from higher education, with diversity course requirements being common mechanisms for change. This paper interrogates students’ perceptions of an ethnic studies requirement as a change process through articles from flagship student newspapers at UW-Madison. Using Critical Policy Analysis and Interest Convergence, we found that students perceive diversity requirements to lack criticality and their visions for higher education include transformative and challenging courses. Centering students’ assertions of curricular reform will facilitate future social justice initiatives and elucidate conditions affecting implementation of change work.