Corey A. DeAngelis, a prominent figure associated with the school-choice movement, is drawing new attention to what he describes as ongoing ideological content within higher education—specifically the University of Kansas curriculum and its handling of Diversity, Equity, and Inclusion (DEI) themes. The claim, presented as breaking news, centers on an alleged admission by a University of Kansas administrator that DEI-related material remains embedded in the institution’s curriculum.
According to DeAngelis, the administrator’s comments indicate that DEI is not merely optional or peripheral, but still part of the required or regularly taught coursework. DeAngelis frames the disclosure as evidence that students are continuing to receive what he characterizes as “Social Justice” instruction. In the account being promoted, the administrator reportedly acknowledged that the curriculum includes DEI content and went further by describing the persistence of “Social Justice” as an element of the education being delivered.
The crux of the argument made in DeAngelis’s reporting is that the university’s approach is not neutral and therefore may reflect an ideological framework rather than an approach to diversity and inclusion that is limited to factual instruction. He suggests that the presence of DEI content within curriculum materials functions as a form of advocacy, rather than a purely academic or descriptive focus.
DeAngelis highlights the alleged substance of the administrator’s remarks, emphasizing direct phrasing used to characterize the curriculum. The narrative quotes the administrator as indicating that the curriculum still contains DEI elements, and it also includes the assertion that students are still “getting Social Justice.” In DeAngelis’s portrayal, the administrator’s explanation also ties DEI-linked concepts to the professional identity of those being trained, particularly in fields where graduates go on to work directly with people and communities.
A key part of the criticism in DeAngelis’s presentation is the idea that professional education—especially education connected to helping professions—should not require students to adopt a particular political or moral stance. DeAngelis argues that if a curriculum implies that students must be rooted in “Social Justice” in order to do their jobs properly, then that curriculum goes beyond teaching skills and knowledge and instead promotes a particular worldview.
In this framing, DeAngelis presents the University of Kansas administrator’s admission as confirmation of concerns that have long been raised by critics of DEI programs in academia. These critics argue that DEI initiatives often lead to courses, training, and expectations that carry political implications, affect classroom neutrality, and create an environment where ideological consistency is treated as part of professional competence.
The “breaking” nature of the claim is important to DeAngelis’s messaging: he presents the admission as new evidence supporting his broader narrative that universities continue to teach DEI and related “social justice” themes despite claims by some institutions that they have revised or removed such content. DeAngelis is positioning the quoted statements as proof that the content persists and that any adjustments may be cosmetic rather than substantive.
DeAngelis’s discussion also functions as a call to attention for parents, students, and members of the public who may be concerned about what universities teach—especially in programs preparing students for public-facing work. The core concern is not only what is taught, but also the implied requirement that students embrace certain values as part of their professional formation.
Overall, the news story centers on allegations of continued DEI and “Social Justice” instruction at the University of Kansas, backed by reported remarks from an administrator. DeAngelis uses the purported quotes to argue that the curriculum has not been fully stripped of ideological content and that the university continues to embed DEI-related material within its academic framework. The takeaway from his account is that institutional promises to reduce or remove DEI content may not match reality, at least according to the administrator’s alleged admissions.
The post concludes by reinforcing DeAngelis’s critique of DEI-linked approaches in education and urging closer scrutiny of university curricula for the presence and influence of “Social Justice” messaging. Source: Corey A. DeAngelis.
Corey A. DeAngelis, school choice evangelist: BREAKING: University of Kansas administrator admits that their curriculum still has “the Diversity, Equity, and Inclusion stuff.” “You’re still getting Social Justice.” “You can’t be a social worker without being rooted in Social Justice.”. #breaking
— @DeAngelisCorey May 1, 2026
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