Rev. Dr. F. Willis Johnson, Jr., VP of Partnerships and Programming with the Bridge Alliance, is respected for his leadership and strategies around social and racial justice issues.
Johnson shares his thoughts and reflections on Indigenous Peoples' Day.
Stephanie R. Toliver is an Assistant Professor of Curriculum and Instruction focusing on English Education and Adolescent/Secondary Literacy.
In her research, Toliver employs creativity and imagination to confront systemic inequities and promote more equitable education environments.
I spoke with Stephanie on a recent episode of Fulcrum Democracy Forum (FDF). The program engages citizens in evolving government to better meet all people's needs. Consistent with the Fulcrum's mission, FDF strives to share many perspectives to widen our readers' viewpoints.
She shared that her work focuses on three main areas, including investigating Black storytelling as a social critique and transformation mechanism. "My aim in that is to really underscore the role of narrative," Stephanie said. "Showcasing how storytelling as this culturally and critically informed literacy practices can help to expose injustices, but also inspire new paradigms for equity and liberation."
Stephanie wrote a column published on the Fulcrum titled "No Going Backwards: Cannot Take Down DOE." She wrote about the White House declaration to shut down the U.S. Department of Education, coupled with the executive order banning diversity initiatives, which threaten to undo the progress so many Americans have fought to achieve in advancing educational equity. "There's been a history of stories that argue for a more efficient government. Some folks may see this efficiency as a streamlining, getting rid of the bloat, of unnecessary things. But, so many people consider those who are economically disadvantaged, elderly, disabled, people of color as those unnecessary things," Stephanie said.
Sign up for The Fulcrum newsletter
Stephanie is from New Castle, Pennsylvania. She told me about how her upbringing influenced and inspired the work she leads today. "Everybody I knew was Black, everybody in my school bus was Black, there were a lot of Black students in that school, but only two of us in the honors classes." When Stephanie was in 11th grade, she moved with her family to Sanford, Florida. She said that was the first time a guidance counselor or teacher brought up college to her. "I had a 4.0 GPA, I had good attendance, I had community service hours. I had done all the things, and no one had ever brought up college. Why not?" she asked as she compared her time as a student in New Castle. "Who might I have been if I was encouraged earlier?" she wonders.
- YouTubewww.youtube.com
- YouTubewww.youtube.com
- YouTubewww.youtube.com
If you have a suggestion for a change leader I should profile in an upcoming episode of the Fulcrum Democracy Forum, please email me at Hugo@thefulcrum.us.
I am the executive editor of the Fulcrum and a board member of the Bridge Alliance Education Fund, the parent organization of The Fulcrum. I am also the publisher of the Latino News Network and an accredited solutions journalism trainer with the Solutions Journalism Network.
Students in a classroom.
A year ago, Karsonya Wise Whitehead helped introduce Freedom Schools, a free program dedicated to helping raise student literacy while providing education on Black History for all ages.
Dr. Whitehead—president of the Association for the Study of African American Life (ASALH), which runs the Freedom Schools—works to advance public knowledge about Black history through various programs. According to Whitehead, at least 12 states have direct mandates to teach Black history in schools, but a recent piece of legislation introduced by Rep. Bonnie Watson Coleman (D-N.J.) looks to change that.
The legislation titled, “Black History Matters” by Colemon will call on the Director of the National Museum of African American History and Culture (NMAAHC) to conduct a study on Black history education efforts in public elementary and secondary schools.
The act was originally introduced by Colemon in February 2023, during the 117th Congress, but had to be reintroduced in February 2025 to be considered by the 118th Congress. It has already gained 37 Democratic co-sponsors.
Colemon decided to introduce the legislation after a 2015 study by NMAAHC and Oberg Research—a research company specializing in museums—found that, on average, between eight and nine percent of history class time focuses on Black History, while some states ignore it entirely. Colemon said the act will research whether an effort has been made to increase this percentage.
Sign up for The Fulcrum newsletter
“Black history is American history, and our education system needs to accurately reflect this nation’s history,” Coleman stated in a press release.
Colemon also referenced Gov. Ron DeSantis’ (R-Fla.) ban on Advanced Placement African American Studies in high school in her reasoning for introducing the act. According to a report from NPR, Florida’s Education Department, headed by DeSantis, chose to ban the class after they determined it teaches critical race theory and has a political agenda.
“The course is a vehicle for a political agenda and leaves large, ambiguous gaps that can be filled with additional ideological material," said Bryan Griffin, DeSantis’ press secretary.
Colemon said the actions by the Florida Department of Education were an “attempt” to erase Black history and also contribute to the idea that advanced African American courses are not “historically accurate.” She added that New Jersey, which she represents in Congress, is one of the 12 states to require Black history in elementary and secondary schools.
“We need to ensure that every student has an opportunity to quality education and that our education systems teach curriculums that reflect the rich history of our country,” Colemon stated.
Regarding the legislation, Whitehead said it’s going to be a “challenge” to pass through Congress because the Democratic Party does not have the majority and because of the Trump administration’s current stances on diversity, equity, and inclusion (DEI).
According to a report from Education Week—a news organization covering education—in February 2025, the Trump administration’s Department of Education sent a letter by Craig Trainor. Trainor—who is the acting assistant secretary for civil rights—stated that race-based programs are illegal, according to Title VI of the Civil Rights Act of 1964 and the Equal Protection Clause of the United States Constitution.
“Institutions that fail to comply with federal civil rights law may, consistent with applicable law, face potential loss of federal funding,” Trainor stated in his letter.
While the Trump administration is against some DEI practices in education, he recently held an event celebrating Black History Month at the White House in February 2025. Coincidentally, ASALH first established Negro History Week, which later turned into Black History Month.
However, Whitehead said efforts to increase the teaching of Black history in schools should be in addition to initiatives that increase community discussions, like ASALH’s Freedom Schools program. Although there are only eight Freedom Schools, Whitehead said participants of all ages appreciate the space being made to learn about Black history.
“We can push the four walls of the classroom and use any space that we have to teach our people about the history of this country,” Whitehead said.
Maggie Rhoadsis a student journalist attending George Washington University School of Media and Public Affairs. At The Fulcrum, she covers how legislation and policy are impacting communities.
"Diversity," "Equity" and "Inclusion" on wood blocks
When President Trump signed Executive Order 14151, titled "Ending Radical and Wasteful Government DEI Programs and Preferencing," on January 20, 2025, he didn't just eliminate diversity initiatives from federal agencies—he set in motion a sweeping transformation of the federal workforce.
The order, which terminated all Diversity, Equity, and Inclusion-related activities across federal departments and rescinded existing affirmative action guidelines, sent shockwaves through government institutions and contractors alike. Universities began scrubbing their websites and canceling diversity events, while federal agencies scrambled to dismantle programs built over decades. The order's immediate impact was so concerning that by February 21, 2025, a federal judge issued a nationwide preliminary injunction, temporarily halting its implementation. But beyond the immediate practical implications, the executive order did something far more insidious: it codified a dangerous myth that America has somehow transcended its need to actively pursue equality.
The speed with which corporate America fell in line tells its own story. Major companies, including Walmart, Lowe's, and Meta, have announced rollbacks of their diversity commitments, while others have quietly removed representation goals and inclusive language from their websites. This retreat isn't happening in a vacuum—it's occurring when research demonstrates the tangible benefits of diverse workplaces.
Arguments against DEI programs are fundamentally grounded in the idea that in a meritocratic society, the most qualified person ought to surely get the job, irrespective of various social constructions. Such seductive logic ignores how "merit" is shaped by centuries of systemic advantages and disadvantages. Far too often, we foolishly pretend that everyone starts from the same starting line, thus perpetuating inequality under the guise of objectivity. Consider the implications of our nation’s retreat from equity initiatives. Studies have shown that DEI programs improve organizational performance and innovation when properly implemented. By dismantling these programs, we're not just affecting individual opportunities but compromising our national potential.
Sign up for The Fulcrum newsletter
Trump's administrative actions represent a gross misapprehension of the social contract. The contract, enshrined in our founding documents but perpetually unfulfilled, promises equal opportunity, not just in theory but in practice. DEI initiatives aren't about giving anyone an unfair advantage—they're about acknowledging and addressing the unfair advantages that have shaped American society since its inception.
Mounting political and legal attacks have turned DEI from a corporate rallying cry to a politically toxic acronym, ushering the erasure of progress made. This backsliding isn't just about politics, it is an embodiment of politics.
Critics of DEI often point to individual success stories as proof that the system works fine as is. But these exceptions prove the rule—they stand out precisely because they're exceptional. Moreover, they usually stand out because they are acceptable or appreciable in some way. A meritocratic society wouldn't produce such stark disparities in outcomes across racial, gender, ethnocultural, and socioeconomic lines. The dismantling of DEI programs undermines the very foundation of a democratic society. When we abandon the active pursuit of equity, we tacitly accept that some Americans will face artificial barriers to success, simply because of who they are. This isn't just morally wrong; it's economically self-defeating.
Ironically, authentic meritocracy requires precisely what the anti-DEI movement opposes. A requisite of meritocracy is an active intervention to level playing fields tilted by centuries of discrimination. Abolishing DEI interventions does not result in some natural state of fairness. On the contrary, we’re reinforcing existing power structures under a disingenuous assumption of neutrality.
Like many, I am left to question, what kind of society are we choosing to be? One that acknowledges its imperfections and actively works to address them? Or one that pretends centuries of systemic inequity can be overcome simply by declaring that merit is all that matters?
Rev. Dr. F. Willis Johnson is a spiritual entrepreneur, author, and scholar-practitioner whose leadership and strategies around social and racial justice issues are nationally recognized and applied.
A professor assisting students.
After the first class of the semester, a student waited patiently as I answered questions. When he finally stepped forward, he introduced himself, shook my hand, and shared that his high school teacher had advised him to do so. He was the first in his family to attend college, and his family had traveled across the state from their rural town to drop him off. My class was his first college class, and I was his first college professor. His sincerity moved me—I felt the weight of the moment and the privilege of being part of his journey.
A university education is more than lectures and exams; it’s a gateway to opportunity, transformation, and belonging. Diversity in the classroom isn’t just important—it’s essential. As a faculty member who studies leadership in post-secondary education, I see both the challenges and opportunities within higher education. The lack of diversity at top institutions impacts not just who enters our classrooms, but how students experience their education. Representation matters, and universities must reflect the diverse realities of the students they serve.
For centuries, great universities have been bastions of knowledge, passing on a rich heritage to the next generation of scholars and leaders. For me, teaching at the university feels like an immense responsibility. Entering that classroom isn’t just about transmitting knowledge; it is about honoring a legacy passed down by my mentors and predecessors, while also shaping the future through my students, although in some small way. The impact of what occurs at the university extends far into society and democracy.
Sign up for The Fulcrum newsletter
When I meet my students in the university classroom, they are at a pivotal moment in their development, embarking on their journey toward becoming impactful leaders in society. I recognize that, after their campus experience, opportunities to engage deeply with diverse perspectives on critical issues become more limited. The classroom is essential for fostering these connections and cultivating an appreciation for our shared humanity despite our differences. It is here that relationships can flourish and a sense of community can be built. Our role extends beyond delivering content; we are also dedicated to developing vital skills such as civility and diplomacy, which are increasingly important in today’s world.
My main goal in the classroom is to ensure that students grasp the subject matter thoroughly, laying a strong foundation for their future endeavors. While I strive to present course content in engaging ways, the richness of classroom discourse often suffers without diversity. A diverse classroom fosters a dynamic exchange of experiences and perspectives, enhancing both the intellectual and social atmosphere. This diversity promotes critical thinking and helps students connect with individuals from various backgrounds, ultimately enriching their communities and future professional environments.
My students enter a wide range of fields, from medicine and law to corporate settings and beyond. In our increasingly diverse global landscape, exposure to diversity is crucial for their future success. Failing to provide this exposure robs both students and faculty of valuable learning experiences. Embracing diversity enriches class discussions by introducing students to a broad spectrum of perspectives and life experiences beyond their own.
Our commitment to plurality is best realized by creating inclusive spaces in higher education that welcome everyone. Imagine ensuring access to high-quality educational opportunities for all students, regardless of their background or circumstances. In an environment where individuals are treated equitably and can fully engage in rigorous scholarly learning and discourse, excellence naturally thrives. If we accept that talent is equally distributed throughout society, then it follows that educational opportunities should be equally accessible to all.
Providing access and opportunity to high-quality education for every student is an important societal goal. Elite institutions of higher learning play a pivotal role and bear the responsibility of shaping future leaders. True fulfillment of both the students’ aspirations and our democratic principles is achieved when access to college classrooms is made inclusive for all.
Dr. Anthony Hernandez is a member of the Teaching Faculty in the Educational Policy Studies Department at the University of Wisconsin-Madison, won a research award from the National Academy of Education/Spencer Foundation for his study of leadership in higher education. He has received four teaching awards from UW-Madison.
