DEI’s role in higher education is changing. Here’s how Duke has acted – dukechronicle.com

Report on Diversity, Equity, and Inclusion (DEI) at Duke University in the Context of Sustainable Development Goals (SDGs)

This report examines the evolution of Diversity, Equity, and Inclusion (DEI) initiatives at Duke University amid federal policy changes, emphasizing alignment with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 5 (Gender Equality), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice and Strong Institutions).

Background and Federal Policy Impact

In recent decades, DEI has become a foundational value for higher education institutions, including Duke University. However, federal actions under the Trump administration targeted DEI programs, prompting universities to adjust messaging and policies to navigate legal and political challenges.

Timeline of DEI Developments at Duke University

Post-Affirmative Action Ruling (2023–2024)

1. June 8, 2023: Prior to the Supreme Court decision overturning race-based affirmative action, Duke President Vincent Price reaffirmed the University’s commitment to “inclusive excellence,” underscoring dedication to advancing racial and social equity in alignment with SDG 10.
2. June 29, 2023: The Supreme Court overturned affirmative action policies, disrupting nearly 50 years of precedent in admissions practices.
3. September 13, 2023: A Title IX complaint challenged Duke’s Alice M. Baldwin Scholars program for exclusively accepting female-identifying students, raising issues related to SDG 5 (Gender Equality).
4. October 31, 2023: Duke Law School removed an optional diversity statement from its application process, reflecting adjustments to admissions policies.
5. March 19, 2024: Duke Health responded to allegations of lowered admission standards in its School of Medicine’s DEI efforts, emphasizing adherence to equitable practices.
6. March 27, 2024: Changes to merit scholarship notification timelines raised concerns about accessibility for underserved communities, highlighting challenges in achieving SDG 4 and SDG 10.
7. April 10, 2024: Discontinuation of the Reginaldo Howard Memorial Scholarship Program for top African descent applicants marked a shift toward inclusive leadership programs open to all students.
8. September 3, 2024: Duke admitted a first-year class with a racial profile consistent with prior years, maintaining diversity despite policy changes.
9. September 17, 2024: Students for Fair Admissions accused Duke of continuing race-based admissions practices, prompting legal and institutional scrutiny.

Reduced Public DEI Messaging During Trump Administration

• Duke minimized public references to DEI amid federal crackdowns on diversity programs, aiming to avoid jeopardizing federal funding.
• Despite opposition to federal actions affecting research grants and international student access, DEI-related policies received limited public discussion.
• Following executive orders terminating DEI programs in federally funded institutions, Duke delayed significant policy changes pending further guidance.
• Duke Health publicly committed to continuing gender-affirming care, supporting SDG 3 (Good Health and Well-being) and SDG 10.
• In March 2025, Duke and other institutions faced federal investigations regarding alleged race-exclusionary practices, underscoring ongoing challenges in balancing legal compliance with equity goals.

Transition to “Inclusive Excellence” Framework (2025)

1. May 7, 2025: Duke introduced a new “inclusive excellence” approach, emphasizing program accessibility to all community members while maintaining support for specific groups, aligning with SDG 10 and SDG 16.
2. An inclusive excellence working group was formed to guide policy adaptations in response to evolving legal landscapes.
3. May 8, 2025: Faculty Handbook revisions replaced mandates for minority and women representation in hiring pools with guidance to cultivate diverse applicant pools.
4. June 9, 2025: Draft principles for inclusive excellence were released, prohibiting restrictions based on protected characteristics except where legally permissible, reinforcing commitment to SDG 16.
5. Feedback was solicited from the Duke community to refine these principles, demonstrating participatory governance.
6. By late June 2025, several Duke schools incorporated inclusive excellence language, signaling institutional alignment with the new framework.

Alignment with Sustainable Development Goals

• SDG 4 (Quality Education): Duke’s efforts to maintain diverse and inclusive admissions and scholarship programs support equitable access to quality education.
• SDG 5 (Gender Equality): Programs like the Alice M. Baldwin Scholars and gender-affirming care initiatives demonstrate commitment to gender equity and health.
• SDG 10 (Reduced Inequalities): Inclusive excellence and open access policies aim to reduce inequalities based on race, gender, and other protected characteristics.
• SDG 16 (Peace, Justice and Strong Institutions): Duke’s navigation of legal challenges and establishment of inclusive excellence principles reflect efforts to uphold justice and institutional integrity.

Conclusion

Duke University’s DEI trajectory illustrates the complex interplay between federal policy, legal mandates, and institutional commitments to equity and inclusion. The shift toward an “inclusive excellence” framework represents a strategic adaptation designed to sustain progress toward the Sustainable Development Goals amidst changing regulatory environments. Continued monitoring and community engagement remain essential to advancing these objectives.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article discusses issues related to higher education institutions, admissions policies, and inclusive excellence in universities, directly connecting to SDG 4 which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
2. SDG 5: Gender Equality
   • The article highlights gender-related programs such as the Alice M. Baldwin Scholars program for female-identifying students and gender-affirming care, linking to SDG 5 which focuses on achieving gender equality and empowering all women and girls.
3. SDG 10: Reduced Inequalities
   • The focus on diversity, equity, and inclusion (DEI) initiatives, affirmative action policies, and challenges faced by underrepresented groups in higher education relate to SDG 10, which aims to reduce inequality within and among countries.
4. SDG 16: Peace, Justice and Strong Institutions
   • The article references legal challenges, federal investigations, and compliance with civil rights laws, connecting to SDG 16 which promotes peaceful and inclusive societies, access to justice, and effective, accountable institutions.

2. Specific Targets under Identified SDGs

1. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for vulnerable populations.
2. SDG 5: Gender Equality
   • Target 5.1: End all forms of discrimination against all women and girls everywhere.
   • Target 5.6: Ensure universal access to sexual and reproductive health and reproductive rights, which includes gender-affirming care.
3. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
4. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.3: Promote the rule of law at the national and international levels and ensure equal access to justice for all.
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4 Indicators
   • Proportion of students from underrepresented groups admitted to universities (implied through discussion of admissions statistics and changes in scholarship programs).
   • Availability and inclusiveness of university programs and policies (implied by the shift to “inclusive excellence” and open access to programs).
2. SDG 5 Indicators
   • Number and scope of gender-specific programs (e.g., Alice M. Baldwin Scholars program) and access to gender-affirming care.
   • Legal compliance with anti-discrimination laws such as Title IX.
3. SDG 10 Indicators
   • Representation of racial and ethnic groups in student populations (e.g., racial profile of first-year class, changes in Asian student proportions).
   • Existence and enforcement of policies promoting diversity, equity, and inclusion.
4. SDG 16 Indicators
   • Number of investigations and legal actions related to discrimination and exclusionary practices.
   • Compliance with federal laws and regulations (e.g., Title VI, Title IX).

4. Table of SDGs, Targets, and Indicators

Source: dukechronicle.com