BY KIMBERLY HARDY

Who cares about the Black Lives Matter and woke movements now? This was the question a friend raised when I discussed the concept of my article for the recently published Journal of Academic Freedom, “A Precedent Set: Understanding the Florida Assault on Academic Freedom Targeting Black History and the Impact on Leadership Development.” l explained in typical academic fashion the position of these movements during the COVID-19 pandemic and the millions of dollars that were poured into the community by corporations, nonprofits, and individuals as a direct result of activists’ efforts. Our debate continued until I eventually realized something much more profound.

I missed the whole point my friend was trying to make.

He was referring to the fact that these groups are no longer as visible as they once were. I could sense that he felt not enough improvement had taken place since the 2020 protests and as if we were now regressing. My friend had a point.

He and I each have differing privileges and yet the same disadvantages that come with being Black today in US society. As someone finishing up a bachelor’s degree and planning to enter an MBA program soon after, he is in touch with the realities of social injustices and can speak to them from harsh lived experiences. His hopes of advancing into leadership positions and economic success are tempered by the reality of the pervasive, subtle racial inequality he faces daily and the complexity of navigating spaces that demand a positive attitude despite discriminatory adversity. Like the majority of Black Americans, he is trying to achieve the American dream while facing continuous economic and social challenges that many legislators—the same politicians making critical decisions about academic freedom—have openly dismissed. This dichotomy is misleading, especially to legislators who are far removed from the perils that come with achieving financial stability and career success while faced with racially motivated obstacles.

This is a reality for many Black Americans today.

Contrary to what politically driven leaders would have Americans believe, this reality is documented by scientific research and statistical evidence that require rigorous analysis and triangulation. Dismissing such facts as mere negativity and attacking diversity, equity, and inclusion (DEI) efforts is a surreptitious way of allowing prejudice to seep into legislation. The country is seeing this happening in real time, with Florida’s recent school codes restricting how Black history is taught in K–12 classrooms and the active dismantling of DEI initiatives in academic and corporate America discussed in my paper. Florida set the stage for what we are seeing today around the country.

There are consequences for ruffling feathers.

My friend’s sentiments regarding the Black Lives Matter and woke movements reflect what many in the community may be thinking. The high hopes of the hard-won victories over pandemic inequities were meant to be sustained. Instead, detractors rallied against changing the status quo in favor of blatant racism disguised as legislation meant to protect the psychological safety of K–12 students. The fact that legislators were able to pass laws that restrict how Black history is taught to our American youth speaks volumes. The vicious and targeted attack on the integrity and purpose of the Black Lives Matter and woke movements forced many into silence, sending a message of compliance with business as usual. The backlash against associating with such visibly disruptive advocacy groups no longer seemed worth it anymore. Fatigue had set in, and enough progress had been made so far. Now the doors are wide open to misconstrue and redirect messages of civil unrest into biased rhetoric, blinding citizens to the assault on academic freedom throughout the United States.

Education is a weapon against bias.

Part of the responsibility of being an educator is protecting the psychological safety of students. This may vary in different environments but is similar in execution. Education is meant to elevate and expose the learner to different perspectives and experiences in the hopes of creating adaptable and empathetic leaders. However, leaders are not made in a vacuum, and environmental factors play a key role in early development. Legislators should understand this better than anyone. After all, they are creating laws that directly impact all Americans, yet some are promoting restrictions on how Black history is taught to American youth.

Recent wins bring renewed hope.

Recently, federal legislators have permanently blocked a portion of Florida’s Individual Freedom Act—also known as the Stop WOKE Act and discussed in my paper—that restricts the types of workplace antiharassment and antidiscrimination training that can be conducted. The courts stated, “By limiting its restrictions to a list of ideas designated as offensive, the act targets speech based on its content . . . [and] by barring only speech that endorses any of those ideas, it penalizes certain viewpoints—the greatest First Amendment sin.” This is a key win in addressing systemic discrimination and censoring of such discussions in educational institutions.

This is only the beginning of what may be a long fight.

Kimberly Hardy is adjunct professor of industrial psychology at Pepperdine University, owner of a small business that provides content- and course-design services, and an industry marketing professional. She has published in the International Research Journal of Marketing and Economics and CSU Global Broadcast.