Incident Unfolds at Indiana University Bloomington
Jessica Adams, a full-time lecturer in the School of Social Work at Indiana University Bloomington, learned in early June 2026 that her contract would not be renewed beyond June 30. The decision followed an investigation triggered by her use of a classroom graphic on white supremacy during the fall 2025 semester. Adams had taught the course Diversity, Human Rights and Social Justice, a 500-level offering focused on systemic issues including racism as a grand challenge in the social work profession.
The graphic in question, known as the Pyramid of White Supremacy, was developed by the Safehouse Progressive Alliance for Nonviolence. It distinguishes between overt forms of white supremacy, such as those widely condemned in society, and covert forms that may appear more socially acceptable. One example listed under covert white supremacy was the slogan Make America Great Again. A student submitted an anonymous complaint alleging that the material violated Indiana’s intellectual diversity requirements by failing to present balanced viewpoints.
Timeline of Events from Complaint to Non-Renewal
The sequence began in September 2025 when Adams presented the graphic during a module on eliminating racism. University administrators removed her from the class shortly after the complaint. An investigation ensued under the state’s 2024 intellectual diversity law. Adams received sanctions and was placed on an employee improvement plan. She returned to teaching under monitoring but maintained that the content aligned directly with social work competencies on cultural humility and person-in-environment perspectives.
By May 2026, Adams received notice that her contract would end. She announced plans to appeal both the non-renewal and the earlier sanctions. Local reporting from Indiana Public Media and the Indiana Capital Chronicle documented the progression, highlighting procedural questions raised by faculty and student groups regarding notice periods and appeal processes.
The Pyramid Graphic and Its Context in Social Work Curriculum
The Pyramid of White Supremacy organizes concepts hierarchically to illustrate how certain attitudes and statements can perpetuate racial hierarchies even when not explicitly violent. Educators in social work programs across the United States have incorporated similar tools to help students recognize implicit biases and structural factors affecting clients from marginalized backgrounds. Adams noted that the module addressed the profession’s explicit commitment to anti-racism, a standard outlined by the Council on Social Work Education.
Critics of the graphic argue that labeling a political slogan as covert white supremacy introduces ideological framing rather than neutral analysis. Supporters counter that examining how everyday language can reflect or reinforce systemic patterns forms a core part of training future practitioners to serve diverse populations effectively.
Indiana’s Intellectual Diversity Law and Its Application
Enacted in 2024, Indiana’s intellectual diversity statute directs public universities to ensure faculty present multiple perspectives on contested issues and prohibits penalizing students for expressing dissenting views. The law establishes mechanisms for complaints and potential disciplinary actions when instructors are found to have imposed political or ideological viewpoints unrelated to course content. University officials cited the statute when initiating the review of Adams’ lesson.
Proponents of the legislation describe it as a safeguard against one-sided instruction in taxpayer-funded institutions. Opponents, including faculty organizations, contend that such measures can create a chilling effect, prompting self-censorship on topics involving race, gender, or politics. The Adams case marks one of the first high-profile applications resulting in employment consequences at a major public research university.
Stakeholder Perspectives and Institutional Response
Adams has described the experience as a departure from expected academic norms, stating she did not anticipate termination over material she viewed as standard in her discipline. The National Association of Social Workers Indiana chapter expressed grave concerns, emphasizing that discussions of systemic racism and cultural competency remain essential to social work education and licensure preparation.
The University Alliance for Racial Justice, a campus coalition, condemned the outcome as part of a pattern of institutional caution amid external political pressures. Indiana University administrators have maintained that decisions followed established policies and the requirements of state law. Groups such as the Foundation for Individual Rights and Expression have signaled support for Adams’ appeal, focusing on questions of academic freedom and due process.
Photo by Flor Del Desierto on Unsplash
Broader Implications for Academic Freedom and Viewpoint Diversity
The case illustrates ongoing tensions between state-level mandates for intellectual diversity and longstanding principles of faculty autonomy in curriculum design. Similar statutes have been introduced or enacted in other states, prompting universities to revise training, complaint procedures, and classroom guidelines. Administrators now weigh potential complaints when approving course materials on politically charged subjects.
For faculty in fields such as social work, education, and the humanities, the episode underscores the need for clear documentation of how assigned readings connect to disciplinary standards. Professional associations continue to advocate for protections that allow robust examination of structural inequality while respecting statutory obligations.
Effects on Social Work Education and Diversity Training
Social work programs prepare graduates for roles requiring cultural competence and awareness of systemic barriers. The Council on Social Work Education’s educational policy and accreditation standards explicitly reference anti-racism and equity. The Adams situation has prompted some programs to review how they present concepts like white supremacy or implicit bias to avoid triggering complaints under analogous state laws.
Faculty development workshops on navigating viewpoint diversity requirements have increased at several institutions. Students in affected programs report mixed reactions, with some appreciating exposure to multiple frameworks and others expressing frustration over perceived interruptions to critical discussions.
Political and Legislative Context in Indiana Higher Education
Indiana’s higher education landscape has seen increased legislative attention to curriculum content, funding priorities, and trustee appointments in recent years. The intellectual diversity law emerged alongside other measures addressing perceived ideological imbalances on campuses. University leaders have responded by emphasizing compliance while defending the academic mission.
Advocacy organizations track these developments nationally, noting that non-renewal decisions can influence hiring, retention, and morale across public systems. Job seekers in higher education increasingly inquire about institutional climates regarding free expression and state policy environments during campus visits.
Comparable Cases and Emerging Best Practices
Other universities have faced parallel complaints involving classroom materials on race or politics. Outcomes vary, with some institutions issuing warnings or requiring viewpoint balancing statements, while others uphold faculty choices when materials demonstrably serve course objectives. Professional development resources from organizations such as the American Association of University Professors offer guidance on documenting pedagogical rationale.
Institutions are experimenting with transparent syllabus statements that outline how contested topics will be approached from multiple angles. Such practices aim to reduce misunderstandings while preserving space for substantive inquiry.
Future Outlook for Faculty and Institutional Strategies
As states refine or expand intellectual diversity policies, faculty members and administrators anticipate continued scrutiny of course content. Early-career lecturers and those on renewable contracts may face heightened caution when selecting materials. Professional associations recommend consulting legal resources and union representatives early in the process of addressing complaints.
Universities are investing in clearer communication channels between faculty, students, and compliance offices. Long-term, the sector may see greater emphasis on training that equips instructors to handle sensitive topics with both intellectual rigor and procedural awareness.
Photo by Terren Hurst on Unsplash
Actionable Insights for Academics and Administrators
Faculty preparing courses on diversity-related themes can benefit from aligning materials explicitly with accreditation standards and disciplinary competencies. Maintaining records of how lessons advance learning outcomes provides a foundation for responding to inquiries. Administrators are advised to ensure complaint processes include clear timelines and opportunities for appeal consistent with institutional policy.
Job candidates evaluating opportunities at public universities in states with similar statutes should review recent policy implementations and faculty governance statements. Resources available through academic career platforms can assist in navigating these evolving environments.
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