Does the DEI addiction make "Studies" disciplines more useless when compared to other subjects? Unlike STEM, English or other disciplines, DEI campaigns and "Studies" disciplines often have fewer productive qualities.
Sure, there are advocacy-based job opportunities available, provided one has a degree from an accredited university, but the rationale of college as a way for students to prepare for the real world could backfire in some of those circumstances, because humanity has survived for ages without placing importance on women's and gender studies.
Study for four years to have somewhat limited job availability matching one's degree? This makes no sense.
"Studies" disciplines may lead to work in nonprofits or activism, but many of these disciplines are so niche that the student would learn more of the needed skills from a more well-known, expansive discipline, in a more versatile manner.
In many college disciplines, students prepare for careers such as publishing, teaching, or law. They often write essays, presentations, or reports, or even experience mock trials or lesson plans as class assignments.
This information is more applicable to jobs when courses have a broader scope. Therefore, non-"studies" disciplines, particularly trades and STEM, are not boxed into the reputation of insipid, inane content.
That could make them more versatile to varied employers.
According to the U.S. Bureau of Labor Statistics, people with a general English degree could work in financial positions, management, education on different grade levels, law, and writing.
Technical school and STEM degrees can also result in high-paying jobs, including computer science and engineering.
For DEI content, there is not always much to be gleaned besides how to be rewarded by passively pressing buzzword buttons while writing Mad Libs-like materials.
More factors for these continued cravings?
The "creative" elements of DEI and provision of status in the community both could lead to continued addiction, as well as self-competition and forgetting about personal misfortune.
DEI organizers often create various group activities, such as social groups, "lunch and learn" talks, and PowerPoint lectures, based around ideas that are seldom used in the non-academic world. The activities give the organizers some status in their community.
However, President Donald Trump's anti-DEI laws should have alerted DEI players to the expiration of their play time, meaning that the organizers should have stopped the practice when the legislation was passed.
Displaying myriads of colorful graphics and expecting current, fast, trendy responses from the player, college spaces can still produce DEI content, while anti-DEI laws are just ignored, even though they render DEI content illegal in a university space.
The player goes too far with a DEI frenzy, since, in his or her mind, the legislation is impossible to care about, with all those wacky, vibrant, intersectional images all over their PowerPoint slides, or on flyers or events they produced.
Essentially, the DEI game does not enter sleep mode when a bill is passed in the Senate and the time limit is reached, but rather, just keeps going like the Energizer bunny.
The creativity used for DEI purposes provides endless reinforcing mechanisms for gameplay and adrenaline rushes for the players.
Fearful of losing power and popularity, they wield a devious form of creativity. As a workaround, they try to hold onto DEI by calling it something else.
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