The debate over Diversity, Equity, and Inclusion (DEI) may seem like a recent issue, but for me, it started more than 30 years ago.
In 1994, after my marriage ended, I made the decision to change the course of my life. I was a 30-year-old single mother with four young children. My youngest was only four months old when I enrolled in my local community college in August of 1994. Going to college wasn’t easy, but I was determined to earn a degree and build a better future for my family.
Very early on, I encountered something that didn’t sit well with me.
My academic advisor informed me that if I wanted to graduate, I was required to take a multiculturalism course. I questioned why it was necessary because it had nothing to do with the career path I was pursuing. I was told it didn’t matter—it was a graduation requirement.
That was my first introduction to what I viewed as ideology being inserted into higher education.
Then came my American History class.
On the very first day, the professor announced, “In this class we will be discussing how minorities, women, gays, and lesbians shaped our history. You have learned enough about the dead white male.”
I was stunned. Rather than introducing an objective study of history, it felt as though the course was beginning with a political message. I stood up and walked out of the classroom.
The instructor followed me into the hallway and asked, “You’re conservative, aren’t you?”
I answered, “Yes.”
She responded, “The other history teacher is even more liberal. You won’t like her.”
I felt trapped.
In my geology class, the instructor made another statement that had nothing to do with teaching geology. He remarked, “I don’t understand why Christians are so dumb and don’t believe in evolution.”
Whether someone is Christian, Jewish, atheist, or belongs to any other faith, students should never feel ridiculed because of their beliefs. I went to the dean to file a complaint.
Then there was my English composition class.
Our assignment was to write a five-to-six-page paper answering the question: “Is the American Dream Alive and Well for Everyone?”
I argued that, while life presents obstacles for everyone, the American Dream is still alive and attainable through hard work, perseverance, and opportunity.
I received an F.
I met with the dean and explained my concerns. After reviewing my paper, my grade was changed to an A.
These were not isolated experiences. Throughout my college years, I encountered several situations where I believed political viewpoints influenced the classroom environment more than education itself.
College and K-12 should challenge students to think critically. It should expose them to multiple perspectives, encourage debate, and teach them how to analyze evidence. But students should never feel they have to adopt a particular political viewpoint—or hide their own—to succeed academically.
As someone running for the Dysart Unified School District Governing Board, I believe our schools should focus on teaching facts, developing critical thinking skills, and preparing students for successful futures.
History should be taught honestly and completely—not rewritten to fit a modern political narrative. Students should learn about the contributions of people from every background while also understanding the broader context of our nation’s history.
Likewise, every student deserves to feel respected regardless of race, religion, ethnicity, or political beliefs. Public schools should unite our students around shared values such as honesty, responsibility, respect, and citizenship—not divide them into competing groups.
If elected to the Dysart Governing Board, I will work to ensure our classrooms remain focused on education rather than political ideology. Our students deserve an environment where they are encouraged to ask questions, think independently, and develop the skills they need to succeed—without being told what they should believe.
That was my fight in 1994.
It is still my fight today.
