Texas Tech System Imposes New Limits on Teaching Race and Gender, Institutes Board Approval Process

The Texas Tech University System has issued a systemwide memo that restricts how instructors may present topics related to race, sex, gender identity and sexual orientation in the classroom. The memo, issued by Chancellor Brandon Creighton, outlines prohibited forms of "promotion" and establishes a multi-step approval process that can escalate course content reviews to the Board of Regents. Faculty who fail to follow the new rules may face disciplinary action consistent with university policies and state law.

The memo lists specific assertions that instructors may not "promote," including claims that one race or sex is inherently superior to another; that individuals are inherently racist, sexist or oppressive because of their race or sex (consciously or unconsciously); that people should be treated adversely because of their race or sex; that moral character or worth is determined by race or sex; that people bear responsibility or guilt for the actions of others of the same race or sex; or that meritocracy or a strong work ethic are inherently racist or sexist.

"Promotion," the memo explains, means presenting these ideas as correct or required and pressuring students to affirm them. By contrast, instructors are allowed to analyze or critique these beliefs as one viewpoint among others.

The memo also includes a flowchart describing a new approval process. Instructors must first assess whether material on these topics is relevant and necessary. If the material is required for professional licensure, certification, or for patient or client care, it may remain in the course but the Board of Regents will be notified. If it is not required for those purposes, faculty must submit the material to the department chair, dean and provost; those administrators will forward recommendations and justifications to the Board of Regents for final review.

Chancellor Creighton said the measures are intended to provide "clarity, consistency and guardrails that protect academic excellence" and described the requirements as the "first step" in implementing Senate Bill 37, legislation he authored before leaving the Texas Senate to become chancellor. SB 37 directs regents to review general education and core graduation requirements to ensure they prepare students for civic and professional life and reflect Texas’ workforce needs.

The policy follows similar directives across the Texas public university system after a widely shared classroom video prompted public criticism, a faculty dismissal and administrative changes at another institution. Angelo State University, part of the Texas Tech System, was among the first to direct faculty to curb classroom discussions of transgender identities. Earlier guidance from system leadership also referenced compliance with a Trump-era executive order, a letter from Governor Greg Abbott, and state legislation that recognizes two sexes.

"The integrity of this process depends on the earnest participation of every faculty member," the memo warns, and it cautions that noncompliance "may result in disciplinary action consistent with university policies and state law."

Faculty reactions were immediate and strong. Kelli Cargile Cook, a professor emeritus who founded Texas Tech’s Department of Professional Communication, said she removed a planned senior course and intends to submit a resignation letter, calling the policy a "slippery slope" that hands curricular control to politically appointed regents rather than faculty researchers and educators. Andrew Martin, president of the Texas Tech chapter of the American Association of University Professors, described the memo as a "profound disappointment," saying the rules threaten academic freedom, could cause self-censorship, and may harm transgender students and colleagues.

System leaders said the memo is meant as guidance for faculty preparing for the spring semester and that they hope the approval process will move quickly. The coming months are likely to show how the policy will be applied in classrooms across the system and whether challenges to its scope or implementation will arise.