In recent years, when a controversy over a hot-button social or political issue arises, many college and university leaders have made statements of support, opposition, solidarity, or concern. But such statements may actually prevent a college or university from fulfilling its special purpose: as a place where individuals can argue for or against a wide range of views, and where just one voice of unpopular dissent can make everyone smarter and wiser.

When an institution of higher education takes a stand on a social controversy, undesirable and unintended consequences can follow:

• Chilling or punishing students and professors who disagree with the “official position” of the institution;
• Discouraging curiosity and open-minded exploration of this topic, because there’s already a “right answer”;
• Wasting time, money, and attention to produce statements that are unrelated to the institution’s main mission; and
• Undermining prestige and public trust, as the college or university becomes perceived as a political actor rather than a shared resource for pluralistic democracy.

As the University of Chicago’s Kalven Report advised, “The instrument of dissent and criticism is the individual faculty member or the individual student. The university is the home and sponsor of critics; it is not itself the critic.” When higher education institutions are neutral on social and political issues, their scholars and students can be anything but.

Today, the idea of institutional neutrality is experiencing a revival.

When a social or political controversy captures public attention, a college or university has a unique opportunity to elevate and improve public debate. Its scholars can articulate and defend their expert opinions. Its campus can host thoughtful discussions. Its students, faculty, and staff can freely formulate and express novel views that enrich the range of possibilities to be considered.

This guide provides interested readers with a wide range of articles and reports on the topic of institutional neutrality: what it is, what it is not, key data about the policy, and supporting and dissenting opinions. This guide can be used:

• In courses or trainings: Assign readings to introduce students or colleagues to the purpose, history, and debates surrounding institutional neutrality.
• By campus leaders: Share with trustees, administrators, and department heads to inform policy discussions and help communities understand what neutrality is—and is not.
• By individuals: Use the data, scholarship, and viewpoints collected here to deepen your understanding of the policy and engage more thoughtfully in public or campus debates.