Music Students’ Perceptions of Federal DEI Policy Changes in Higher Education: “I Am Scared. That’s the Best Way to Put It.”

Abstract

The purpose of this study was to investigate collegiate music students’ perceptions of recent federal policy changes impacting diversity, equity, and inclusion (DEI) initiatives in higher education music programs. Drawing on survey data from 384 collegiate student participants across 35 U.S. states, I explored student awareness of DEI rollbacks, anticipated educational and professional impacts, perceptions of institutional response, and willingness to engage in DEI-related efforts. Quantitative findings revealed broad opposition to federal restrictions on DEI, with over 70% of participants expressing disagreement and more than 60% anticipating negative consequences for their education and careers. Statistically significant differences emerged by gender identity and academic program, with nonbinary and female participants reporting greater concern than male peers. Qualitative analysis of 243 open-ended responses highlighted themes of fear, moral commitment to DEI, frustration with institutional inaction, and conflicting views on meritocracy. Despite limited institutional communication, many participants expressed a belief in their role as advocates for equity. I underscore the contested and personal nature of DEI in music education, revealing both the fragility of institutional support and the resilience of student advocacy in politically volatile environments.

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