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Under attack: Why and how I-O psychologists should counteract threats to DEI in education and organizations

Published online by Cambridge University Press:  29 August 2024

Kayla Brooke Follmer Open the ORCID record for Kayla Brooke Follmer [Opens in a new window] ,
Isaac E. Sabat ,
Kristen P. Jones  and
Eden King
Kayla Brooke Follmer*
Affiliation:
West Virginia University, Morgantown, VW, USA
Isaac E. Sabat
Affiliation:
University of Houston, Houston, TX, USA
Kristen P. Jones
Affiliation:
University of Memphis, Memphis, TN, US
Eden King
Affiliation:
Rice University, Houston, TX, USA
*
Corresponding author: Kayla Brooke Follmer; Email: kayla.follmer@mail.wvu.edu
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Abstract

In recent years, there has been an alarming increase in both proposed and enacted legislation that targets diversity, equity, and inclusion (DEI) initiatives within higher education and organizations. These laws aim to dismantle protections and support for vulnerable individuals and groups. In this focal article, we provide an overview of the motives driving these anti-DEI legislative initiatives and categorize the laws based on the type of restrictions they impose: (a) reduction in knowledge, (b) reduction in access, and (c) reduction in support. Next, we discuss the consequences these anti-DEI laws yield for individuals, organizations, and society at large and provide an overview of how individuals and organizations may counteract these regressive policies. Last, we conclude with a call to action for I-O psychologists to investigate and call attention to the consequences of anti-DEI laws for recruitment and selection, well-being and safety of minoritized individuals, organizational reputation, and organizational performance and profits.

Keywords

Diversityinclusionanti-DEI legislationactivism
Type
Focal Article
Information
Industrial and Organizational Psychology , Volume 17 , Issue 4 , December 2024 , pp. 452 - 475
Copyright
© The Author(s), 2024. Published by Cambridge University Press on behalf of Society for Industrial and Organizational Psychology

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