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Divisive Concepts Legislation

APSU Response and Support for Faculty

On April 12, 2022, SB2290/HB2670, commonly known as the "Divisive Concepts Bill," was signed by Tennessee Governor Bill Lee. This web page is designed to be a centralized representation of Austin Peay State University's official response to the legislation and a collection of resources for faculty.

Austin Peay State University continues to be committed to all forms of diversity, including intellectual diversity. For more information, please visit Policy 1:006 Diversity

 

Furthermore, APSU's stance on Academic Freedom, which is rooted in the 1940 AAUP Statement of Principles on Academic Freedom and Tenure, remains steadfast. Please consult Policy 2:052 Academic Freedom and Responsibility for more information.

On April 12, 2022, the statement below was disseminated across the APSU community.

 

This memorandum seeks to clarify the scope of the Act and to assist with its implementation. This is not an attorney-client privileged document, so please share it as you deem appropriate.
 
As explained in more detail below, APSU believes that the Act should be interpreted in accordance with its stated goals of preserving First Amendment Rights and academic freedom but prohibiting colleges from requiring adherence to specific ideologies and political beliefs.
 
APSU does not believe that the Act will result in significant changes to academics or to our institutional commitment to advancing diversity, equity, and inclusion (hereinafter referred to as DEI). That is primarily because these efforts are inclusive by design and do not incorporate either divisive content in general, or Divisive Concepts as defined by the Act, in particular.
 
The foundation for APSU’s efforts in this area has always been the role the work plays in fulfilling APSU’s mission – to welcome and inspire an inclusive community of learners to make a positive impact regionally and globally. APSU Policy 1:006 – Diversity broadly defines diversity as the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender identity, age, veteran status, religion, language, abilities/disabilities, sexual orientation, socioeconomic status, geographic region, and more.       
 
 
I. Affirmance of First Amendment Rights and Academic Freedom
Section 7 of the Act specifically provides that it shall not be interpreted to:
  1. Infringe on the freedom of speech as guaranteed by the First Amendment and Tennessee Constitution;
  2. Infringe on academic freedom; or
  3. Require action contrary to academic accreditation requirements.
 
Because the stated purposes of the Act include preservation of academic freedom and other First Amendment rights, the Act:
  1. Does not prohibit the teaching of subject matter;
  2. Does not mandate the teaching of any subject matter;
  3. Does not prohibit the promotion of DEI, provided that such efforts are consistent with the Act; and
  4. Does not alter or amend any provision of the Campus Free Speech Protection Act, including the provisions acknowledging academic freedom.
 
II. Prohibitions
  1. Divisive Concepts
To understand the Act’s prohibitions and requirements, it is necessary to understand that the Act defines Divisive Concepts to be the following:
  1. One race or sex is inherently superior to another race or sex;
  2. An individual, by virtue of the individual's race or sex, is inherently privileged, racist, sexist, or oppressive, whether consciously or subconsciously;
  3. An individual should be discriminated against or receive adverse treatment because of the individual's race or sex;
  4. An individual's moral character is determined by the individual's race or sex;
  5. An individual, by virtue of the individual's race or sex, bears responsibility for actions committed in the past by other members of the same race or sex;
  6. An individual should feel discomfort, guilt, anguish, or another form of psychological distress solely because of the individual's race or sex;
  7. A meritocracy is inherently racist or sexist, or designed by a particular race or sex to oppress members of another race or sex;
  8. This state or the United States is fundamentally or irredeemably racist or sexist;
  9. Promoting or advocating the violent overthrow of the United States government;
  10. Promoting division between, or resentment of, a race, sex, religion, creed, nonviolent political affiliation, social class, or class of people;
  11. Ascribing character traits, values, moral or ethical codes, privileges, or beliefs to a race or sex, or to an individual because of the individual's race or sex;
  12. The rule of law does not exist, but instead is a series of power relationships and struggles among racial or other groups;
  13. All Americans are not created equal and are not endowed by their Creator with certain unalienable rights, including, life, liberty, and the pursuit of happiness;
  14. Governments should deny to any person within the government's jurisdiction the equal protection of the law; and
  15. Race or sex stereotyping, which is defined as ascribing traits, values, moral and ethical codes, privileges, status, or beliefs to a race or sex, or to an individual because of race or sex;1 and
  16. Race or sex scapegoating, which is defined as assigning fault, blame, or bias to a race or sex, or to members of a race or sex, because of their race or sex, and includes any claim that consciously or subconsciously, and by virtue of a person’s race or sex, members of a race are inherently racist or inclined to oppress others, or that members of a sex are inherently sexist or inclined to oppress others.
 
  1. Specific Prohibitions
The Act contains the following prohibitions, none of which the Office of Legal Affairs believes should significantly affect university operations. These prohibitions apply to both administrative staff and faculty/instructors.
 
  1. Institutions of higher education (IHEs) shall not discriminate against, penalize, or treat adversely either a student or employee because the individual refused to support, believe, endorse, embrace, confess, act upon, or otherwise assent to one or more Divisive Concepts.
  2. IHEs shall not require a student or employee to endorse a specific ideology or political viewpoint to be eligible for hiring, tenure, promotion, or graduation.
  3. IHEs shall not ask the ideological or political viewpoint of a student, job applicant, job candidate, or candidate for promotion or tenure.
  4. IHEs shall not use state funding to incentivize faculty to incorporate one or more Divisive Concepts into academic curricula. (Payment of regular salary/compensation does not qualify as an incentive, but bonuses, stipends, and other payments in addition to regular salary would be an incentive.)
  5. Training-related prohibitions. Note that training is broadly defined and “includes seminars, workshops, trainings, and orientations.” APSU does not interpret seminars to include academic classes, whether taught in seminar format or otherwise, as the Act does not place prohibitions on what faculty may teach. APSU currently interprets training to include both training provided by the college and also by third parties. IHEs shall not:
    1. Conduct any mandatory training for students or employees that contains one or more Divisive Concepts; or
    2. Use training programs or training materials for students or employees that contain one or more Divisive Concepts.
 
  1. Lawsuits
Although the Act permits individuals who believe a violation of the Act has occurred to file suit, nothing in the Act authorizes a lawsuit against an individual employee. If an individual employee is sued, the State of Tennessee generally provides legal representation and protections against liability.
 
 
III. Diversity, Equity and Inclusion Obligations
  1. Biennial Survey
APSU will be required to conduct a biennial survey of students and employees to assess the campus climate with regard to diversity of thoughts and respondents’ comfort level in speaking freely on campus, regardless of political affiliation and ideology. Results must be published on the website and provided to the General Assembly. Conversations about how to develop a survey are in the early stages, and more will be shared in the coming weeks.
 
  1. DEI Employees
All employees whose “primary duties,” include diversity responsibilities must also include efforts to strengthen and increase intellectual diversity among students and faculty. The Office of Equity, Access, and Inclusion (OEAI) will be leading conversations for the relevant stakeholders to make suggestions about how to implement this provision of the Act.
 
 
IV. Practical Guidance and Follow Up
  1. Guidance for Faculty
In order to comply with the Act, faculty are not permitted:
  1. To discriminate against, penalize, or treat adversely either a student or employee because the individual refused to support, believe, endorse, embrace, confess, act upon, or otherwise assent to one or more Divisive Concepts.
  2. To require a student to endorse a specific ideology to pass a class, get a certain grade, to graduate, or for any other reason.
  3. To ask (outside of a teaching or other setting in which academic freedom is being exercised), the ideological or political viewpoint of a student.
  4. To ask the ideological or political viewpoint of a job applicant, job candidate, or candidate for promotion or tenure.
We encourage faculty to include a statement in course syllabi, which is currently being developed and will be shared by Provost Cronley.
 
  1. Guidance for senior administration, supervisors, and other employees who have the ability to affect the terms and conditions of an individual’s employment
In order to comply with the Act, you are not permitted:
  1. To discriminate against, penalize, or treat adversely either a student or employee because the individual refused to support, believe, endorse, embrace, confess, act upon, or otherwise assent to one or more Divisive Concepts.
  2. To require an employee or applicant (or student) to endorse a specific ideology to be eligible for hiring, promotion, or tenure.
  3. To ask the ideological or political viewpoint of a student.
  4. To ask the ideological or political viewpoint of a job applicant, job candidate, or candidate for promotion or tenure.
 
  1. To comply with the training-related* requirements of the Act:
  1. Review current training programs and confirm that they do not contain any Divisive Concepts;
  2. Ensure that those who create new training programs understand the prohibitions in the Act; and
  3. Require third parties who conduct training to abide by the Act. Please contact the Office of Legal Affairs for additional support related to contracting where this Act is concerned.
*This does not include academic-related trainings and seminars.
 
  1. Human Resources and/or Academic Affairs, as appropriate, should provide reminders that state law prohibits asking about ideological or political viewpoints in materials for:
  1. search committees
  2. tenure and promotion committees
 
If you need additional assistance or have additional questions, please contact ASPU’s Office for Legal Affairs at 931-221-7572.
 
Dannelle Whiteside
Vice President for Legal Affairs and Organizational Strategy 

The Southern Association of Colleges and Schools Commission on Colleges signed on to the Joint Statement on Legislative Efforts to Restrict Education about Racism and American History, spearheaded by the AAC&U, AAUP, AHA, and PEN. Furthermore, as APSU's regional accreditor, SACSCOC requires our ongoing and explicit support for academic freedom (Standard 6.4 in the Principles of Accreditation). The University's commitment to the free and full exchange of ideas and perspectives exceeds expectations set forth within this standard.

Below is an optional statement related to SB2290/HB2670, better known as the “Divisive Concepts” legislation, that you may include in your forthcoming syllabi. This statement was drafted in conjunction between Academic Affairs and Legal Affairs.

 

APSU is committed to the free and full exchange of ideas and perspectives that is central to the educational enterprise. We are also committed to encouraging students—and all people—to be exposed to, and think critically about, sensitive topics and issues. This is an essential element of higher education and necessary to better prepare students for community participation and robust civic engagement. Curricular materials on concepts including but not limited to racism, sexism and classism may be presented and discussed in this class; while students are expected to master course content, it is not expected that students endorse or subscribe to any theory or viewpoint.

If you need additional assistance or have additional questions, please contact ASPU’s Office for Legal Affairs at 931-221-7572 or apsu-legalaffairs@apsu.edu.