The “Project 2025” mandate outlines several proposals that could negatively impact the rights of women and children to education and higher learning. Here are the key areas and corresponding page references where these impacts are discussed:
- Reduction of Federal Role in Education:
- The mandate advocates for the elimination of the Department of Education and a reduction in federal intervention in education, which could reduce funding and support for programs that benefit disadvantaged women and children. This shift could lead to decreased access to quality education, particularly for low-income families.
- Pages: 319-320.
- School Choice and Education Savings Accounts:
- The document supports expanding school choice and education savings accounts (ESAs), which might divert funds from public schools that many low-income women and children rely on. This could exacerbate educational inequalities, as wealthier families might benefit more from these programs, leaving disadvantaged groups with fewer resources.
- Pages: 348-351.
- Elimination of Head Start Program:
- The mandate proposes eliminating the Head Start program, which provides early childhood education, health, nutrition, and parent involvement services to low-income children and families. This could disproportionately affect women and children who depend on these services for early educational support.
- Page: 482.
- Higher Education Reform and Student Loans:
- The mandate suggests reforms to federal student aid that could limit access to higher education for women and low-income students. By consolidating loan programs and eliminating interest rate subsidies and loan forgiveness, the proposals may make higher education less accessible to those who rely on these supports.
- Pages: 352-353.
- Critique of Diversity, Equity, and Inclusion (DEI) Policies:
- The mandate is critical of DEI initiatives in education, arguing that they should be dismantled. This stance could undermine efforts to promote gender equity in education and higher learning, limiting opportunities for women and marginalized groups to access and succeed in educational environments.
- Pages: 258-259.
These proposals reflect a significant shift in educational policy that could disproportionately impact women and children, particularly those from disadvantaged backgrounds, by reducing their access to quality education and essential support services.