IDRA Research Brief Shows How New Limits to Diversity, Equity and Inclusion Build on a History of Disparities in College Access
New IDRA research examines how recent federal and Texas policy changes limiting diversity initiatives may affect college access and student opportunity.
Key Takeaways
- New IDRA research examines how recent policy changes may affect college access in Texas.
- The brief connects new diversity restrictions to longstanding disparities in educational opportunity.
- Recent changes include the U.S. Supreme Court decision on race-conscious admissions and Texas SB 17.
- Researchers warn that reductions in student support programs could deepen inequities in higher education.
- The report recommends continued monitoring, student support investments and stronger college access pathways.
Resource from the Intercultural Development Research Association (IDRA), a nonprofit advancing education equity.
(San Antonio • May 7, 2026) While cities across Texas strive to grow a college-educated workforce, growing restrictions on diversity, equity and inclusion efforts could hinder their plans for economic growth. These federal and state restrictions are unfolding against a backdrop of disparities in college access and success, according to a new IDRA research brief.
Recent policy changes, including the U.S. Supreme Court decision restricting race-conscious admissions and Texas Senate Bill 17, have resulted in the reduction or elimination of programs designed to support students from historically marginalized backgrounds. These developments are reshaping the college access landscape in ways that could deepen existing inequities.
“Students from underrepresented backgrounds already face barriers to accessing and completing college,” said Chloe Latham Sikes, Ph.D., IDRA deputy director of policy and co-author of the report. “In higher education, diversity initiatives play a central role in ensuring that students not only enroll but succeed.”
The research brief outlines the role that diversity-focused policies played in improving student outcomes and opportunities. The authors highlight how recent legislative and legal changes may affect access to academic opportunities, support services and campus resources.
It also offers recommendations for policymakers, educators and advocates to monitor impacts, maintain student support and strengthen pathways to college readiness and success.
See the research brief, Beyond the Bans – How Legal and Policy Changes Limiting Diversity, Equity and Inclusion Practices Compromise Student Opportunity, by Chloe Latham Sikes, Ph.D., and Adiba Chowdhury.
To learn more about the study, see the study announcement or contact Dr. Latham Sikes at chloe.sikes@idra.org.
Media Contact: Thomas Marshall III, M.Ed. (thomas.marshall@idra.org)
FAQs
What is the Beyond the Bans research brief about?
The brief examines how recent federal and Texas policy changes limiting diversity, equity and inclusion practices may affect college access and reshape support systems for students.
What policies are discussed in the report?
The report discusses the U.S. Supreme Court decision restricting race-conscious admissions, Texas Senate Bill 17 and other recent state and federal actions related to diversity initiatives.
Why does IDRA say these policy changes matter?
The report explains that many students already face disparities in college readiness and access to support. Researchers warn that reducing student services and campus resources could deepen those inequities.
What students could be most affected by these changes?
The report highlights concerns about impacts on historically marginalized students, including Black, Latino, Indigenous, LGBTQ+ and first-generation college-going students.
What recommendations does the report make?
The brief recommends continued research and monitoring, maintaining student support services, preserving disaggregated data reporting and strengthening pathways to college readiness and success.
Who authored the report?
The report was authored by Chloe Latham Sikes, Ph.D., and Adiba Chowdhury for IDRA.
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