Of course, but I haven't brought up parties, you did. I'm taking an apolitical position from the perspective of an educator looking to just do their job free from interference of political parties. I'm not sure what you do, but I don't suppose you'd enjoy "the left" or "the right" barging in and micromanaging your hiring committee, thinking they know how to do your job better than you.

> I don't remotely understand how this is relevant

Exactly, and that's kind of my point. You are very eager to quote the law at me, but you aren't first willing to spend the time to actually understand the reason for the diversity statements, how they are used, and why they might be necessary at all.

I think that has to do with this:

> I want my instructor to be knowledgeable, personable, patient, good at explanations, and dedicated to their work. I don't care what equipment they have between their legs, what color it is, or who they want to use it with.

You are looking at this from the perspective of a student, who view the job of the instructor as to teach. But the job is not to just teach, it is actually to be a member of the faculty, which comes with may other. One of our primary directives is to build a community that is conducive to learning. And how we do this is by selecting top students for admittance based on scholastic achievement, regardless of background.

Turns out when you do this, and you cast a wide net, a lot of different people end up in your classroom. Get past the culture war nonsense and put yourself in the shoes of an instructor of a math class of 100 students...

85 are from the US, 15 are immigrants and speak English as a second language. For some of them it's the first time in another country.

3 of them have ADHD. 1 is autistic. 8 have a learning disability. 5 have a motor disability. 1 is undergoing treatment for a major medical issue. 20 of them are neurodivergent in some way. 30 of them are suffering symptoms of depression. 1 of them is a psychopath. 30 are first generation students. 35 are low income. 1 is trans.

Your job is to help all those people succeed at math. How might this affect a math instructor? Here are some ways:

- Have you chosen your course materials to take into account low income individuals that can't afford a $200 textbook? Are they accessible by people with disabilities, for example are they available in electronic form?

- Is your lecture style and content appropriate for people from various backgrounds? For example, if all of your material relates back to local anecdotes, are foreign students going to perform well? Does your use of sarcasm and idioms make your content inaccessible to students who do not speak English as a first language, or who do not readily recognize sarcasm?

- What are your course policies for students with learning disabilities? How do you handle the fact that some students need 2x time than others? How do you structure your exams so that students who can't take them during the test time are able to? How do you handle students who have permission to miss instruction to deal with medical treatments?

The classroom is where the culture war meets reality. Most online culture warriors are talking about people they'll never meet in hypothetical situations they will never find themselves in. But in the classroom, things get real. For example, when a trans student asks you to call them by their preferred pronoun, what do you do in that situation? For most professors it's not a hypothetical, it's just something that happens on the job. So you need to have a real answer for these things, and not a political answer or a talking point.

The diversity statement is a really good way to open up a dialogue about these topics. So let's look at the diversity statements you brought up, and what you had to say about them:

> they never proudly mentioned things like "I am a white heterosexual man from the US"

Because the purpose here isn't to recite some sort of identity credentials, but to articulate how one approaches diversity. Many people take the route of talking about how their experience as some sort of minority has given them a unique perspective. If a white male feels they have something similar to say, at least I know I would be happy to read that. Today men are a minority on many campuses and this is becoming an issue. Many faculty I know would love to hear more about that.

But I fail to see anything egregious in these examples. From these letters we learn that people have experience running programs for underserved youth, running a lab that people from all backgrounds join, starting programs that build community, etc. These are all good things that are articulated, and reading these statements makes me want to meet them and ask them more questions!

Anyway, you dodged this question:

  There are real language and cultural barriers, as well as disability barriers that an instructor needs to consider. How can this be done in a way that is acceptable to "the right"?