Perceived Impacts of a Viewpoint Diversity Law in Florida's State Universities

Autor/inn/en	Groton, Danielle; Barsky, Allan E.; Spadola, Christine
Titel	Perceived Impacts of a Viewpoint Diversity Law in Florida's State Universities
Quelle	In: Journal of Higher Education Policy and Management, 45 (2023) 5, S.529-544 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Groton, Danielle) ORCID (Barsky, Allan E.) ORCID (Spadola, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2023.2191071
Schlagwörter	State Legislation; Diversity; Public Colleges; Intellectual Freedom; Freedom of Speech; College Faculty; Teacher Attitudes; Teacher Morale; Florida + Suchen Sie Ihr Suchwort? Landesrecht; Akademische Freiheit; Intellektuelle Unabhängigkeit; Redefreiheit; Fakultät; Lehrerverhalten; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral
Abstract	Intellectual freedom and viewpoint diversity are hotly debated topics in academia, marked by an increase in legislation focusing on intellectual freedom and viewpoint diversity within academic settings. This study explores the impact of Florida House Bill 233 on public universities, including academics' morale. House Bill 233 purports to support intellectual freedom and viewpoint diversity through four components: prohibiting shielding of students, staff, and academics from certain speech; requiring an annual assessment on intellectual freedom and viewpoint diversity; creating a cause of action for certain video- or audio-recordings; and revising provisions related to protected expressive activity, university student governments, and codes of conduct. This study sampled 187 academics from four state universities. Findings indicate that while academics support intellectual freedom and viewpoint diversity conceptually, most academics suggested the bill has negative impacts on intellectual freedom and viewpoint diversity and faculty morale. Implications for future research and policy development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01