On a warm summer day in 2020, Florence Truss was trimming trees outside Milwaukee Area Technical College’s (MATC) West Allis campus. Standing with two colleagues, she chatted while cutting branches overhead, until the group was interrupted by the college’s executive director, Richard Busalacchi, who walked up to them and, glancing at the rope saw in Truss’s hands, quipped, “Who are we hanging today?”
All three employees were Black. Truss and her coworkers stood in shocked silence as Busalacchi continued on his way. It was the second time in a year he had faced allegations of inappropriate remarks targeting Black staff.
The Milwaukee Journal Sentinel investigation obtained records documenting more than a dozen complaints from Black and Latino staff over the last five years. Many employees shared that complaints would languish for months or result in inconclusive findings, even when an external investigation acknowledged issues of “inappropriate comments” or “improper conduct.” This trend reflects what some critics argue is a fundamental problem with many DEI programs nationwide: they often lack enforceable measures and fall short in promoting real change.
This recurring issue isn’t unique to MATC. The Heritage Foundation’s research on DEI programs in higher education reveals a broader trend of ineffectiveness. Their findings indicate that while institutions allocate significant funding to DEI initiatives, the impact on actual workplace culture and equity remains minimal. The Heritage Foundation’s data shows that DEI programs frequently focus on surface-level diversity metrics—such as demographic targets or training programs—without addressing discrimination issues or providing transparent accountability.
Critics argue that DEI programs might inadvertently promote an overemphasis on race which could lead to increased racial tensions rather than unity. There’s a call for educational policies to focus on core American values like equality under the law, freedom, and opportunity, rather than imposing views like systemic racism which can alienate rather than unite.
Research suggests that diversity training might not effectively reduce bias. Studies dating back decades have shown that such training often fails to change attitudes or behaviors significantly. This aligns with findings from McKinsey & Co., who after reviewing global diversity research, found no conclusive evidence that diversity training leads to actual diversity outcomes.
Given these insights, the approach to DEI in educational settings might require reevaluation. Instead of focusing solely on training and policies, there might be a need for more transparent, actionable, and community-involved strategies that foster genuine inclusivity and equality. Moving forward, educational leaders might benefit from focusing on creating environments where diversity is organically celebrated through shared values and respect, rather than mandated through potentially divisive programs. The situation at MATC serves as a cautionary tale and a call to action for educational institutions to rethink how they implement and measure the success of DEI initiatives.
