“I have to watch what I say”: a CRT analysis of faculty of Color academic freedom at a Texas PWI with campus carry

More U.S. state governments are passing legislation that are potentially infringing on the academic freedom of faculty. This qualitative study explored how Faculty of Color described and navigated their teaching since the passing of campus carry legislation at one Texas public predominately white institution (PWI). Through individual interviews with Faculty of Color, I employed Critical Race Theory (CRT) to better understand their racialized experiences with teaching under the campus carry policy and potential impacts on their academic freedom. Findings revealed ways in which campus carry upholds white interests within the curriculum and academia. Specifically, Faculty of Color shared making adjustments to feel safer while teaching such as limiting student interactions and self-censorship. Overall, this study brings attention to the impact state legislation can have on teaching while also informing higher education leaders of the consequences such policies have on the academic freedom and safety of Faculty of Color.