Economics Faculty Publications

Document Type

Article

Abstract

Executive Order 14173 (Ending Illegal Discrimination and Restoring  Merit-Based Opportunities) has contributed to reshaping the policy  environment for marginalized populations including women,  communities of color, LGBTQ+ individuals, and people with disabilities  on university campuses. There is limited scholarly research exploring  how qualitative empirical studies probe into how higher education  leaders are navigating compliance with federal diversity, equity, and  inclusion (DEI) mandates amid heightened political and legal scrutiny  in the United States. Grounded in Viewpoint Discrimination Theory,  guided by Inclusive and Transformational Leadership frameworks, this  empirical study employs a multiple-case design integrating data from  scholarly literature, policy implementation analysis, institutional policy  documents, governing board materials, and public reports. Findings  revealed that using funding to force compliance of EO 14173 in higher  education uncovered that some universities became deviant, some  universities resisted or rebranded their DEI programs through three  dominant institutional response patterns: (1) elimination or  reclassification of DEI offices (2) used alternative DEI language and (3)  institutional autonomy by appealing to United States of Congress.

Publication Date

2-27-2026

Publication Title

Journal of Leadership, Accountability and Ethics

Publisher

North American Business Press

DOI

https://doi.org/10.33423/raymn112

Volume

23

Issue

1

Start Page No.

1

End Page No.

12

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