The University of Chicago curriculum grows increasingly “progressive”

Over at the Heterodox Stem site, Iván Marinovic, a professor at Stanford, has hit on a way to measure wokeness in college curricula. He uses key words to distinguish “ideological and activist” courses from those that hew to the “Western intellectual tradition” (note the caveats in his piece), and shows that, using this measure, the curriculum of the University of Chicago over the 13 years from 2012 to2025 has more than doubled the percentage of courses whose description include woke words, while the percentage of courses described with “Western canon” words has remained relatively constant. Marinovic calls this process “curriculum degradation,” and notes this:

The University of Chicago occupies a unique position in American higher education. Its undergraduate Core Curriculum, built on the Hutchins-era Great Books model, has historically been the strongest institutional commitment to the Western canon at any major research university. If curriculum degradation is occurring even at Chicago, it is likely occurring everywhere.

Click the title below to see the article:

Here’s Marinovic’s methods

We classify every course in a university catalog using two keyword lists: a progressive list and a Western canon list, as described below. We assign a course to a category if its title or description contains at least one keyword from the category’s keyword list.

We matched via word-boundary regular expressions on the combined title and description text (case-insensitive). Word-boundary matching ensures that partial matches are avoided (e.g., the term “race” does not match “interface” or “brace”). Each course’s title and description are concatenated into a single text field; if any keyword from a given list appears within that text, the course is flagged for that category.

The progressive keyword list comprises approximately 55 terms and phrases signaling engagement with progressive social frameworks, diversity/equity/inclusion initiatives, or critical identity scholarship. These terms are organized into eleven thematic sub-categories, shown in Table 1.

Here’s Table 1:  Progressive-signal keyword list by thematic category.

And the Western canon method:

The Western canon keyword list comprises approximately 45 terms and phrases signaling engagement with the traditional Western intellectual and literary canon, spanning classical antiquity through the Enlightenment. These terms are organized into six thematic sub-categories, shown in Table 2.

This is  Table 2: Western-canon keyword list by thematic category.

The example school chosen (Marinovic suggests that this be done for other schools as a preliminary indicator of what’s going on in them):

We extract course data from thirteen annual catalogs (2012–2013 through 2024–2025). After deduplicating crosslisted courses, which appear under multiple department codes, we obtain 21,381 unique courses across 114 departments. Departments are mapped to broad areas: Humanities, Social Sciences, STEM, Professional, and Other.

Figure 1 presents the central finding. The progressive signal rose from 12.7% of the catalog in 2012–2013 to 28.3% in 2024–2025—more than doubling over thirteen years. The canon signal dropped from 13.2% to 11.9%. The progressive-to-canon ratio consequently rose from 1.0× (parity) to 2.4×.

Now you can say that this is obvious because “wokeness” or “progressivism” is a fairly recent phenomenon, and has invaded academia since most professors are liberals or Democrats. And that invasion is expected to be reflected in course content.  But this index is a way of measuring the extent of that invasion (or “degradation” as the author calls is), and seeing which universities and which feels have been the most “degraded.”

Marinovic also divided up the proportion of “progressive” versus “canon” courses in each of four area: the humanities, the social sciences, STEM (science, technology, enginnering and mathematics), and professional areas, presumably courses in medicine, business, and the laws. The conclusion, presumably for the final period, is shown in Table 3 below:

Table 3 shows that the progressive signal is highest in the Social Sciences (27.4%) and Humanities (24.6%). The progressive signal is naturally lower in STEM (7.6%) but still unexpectedly high given the technical nature of STEM content.

Indeed, I have personal experience with the increasing “progressivization” of the biological sciences:

Marinovic proposes that we might make Curriculum Content Indices for many schools, saying it takes only a few hours to do this if course information is publicly available.  How would we use thse?

Such an index would allow prospective students to assess how much of a university’s catalog engages the Western intellectual tradition versus ideological content; donors to direct funding toward institutions that maintain intellectual breadth, and policymakers to monitor trends and evaluate the effects of reform efforts.

Finally, Marinovic gives an important caveat about the data and how it should be used:

A word of caution is in order. Keyword-based textual analysis of course descriptions is a blunt instrument. A course flagged by our progressive keyword list may turn out, on closer inspection, to be a rigorous scholarly treatment of the topic; conversely, a course that escapes detection may nonetheless promote an activist agenda in practice. The signals we measure should therefore be understood as a noisy first approximation—useful for identifying broad trends and prompting further inquiry, but never a substitute for substantive evaluation of what is actually taught. Policymakers, in particular, should resist the temptation to use simple keyword counts as the basis for funding decisions or regulatory action. Our goal is to promote transparency and informed conversation, not to supply a scorecard that short-circuits careful judgment.

As far as I know, the University of Chicago is the only school to be vetted this way, but many universities have their course catalogue—though not necessarily the course descriptions—online and could be crunched in this way.  I’d love, for example, to see similar data from the University of California at Berkeley, as well as Columbia University, Barnard College, and, of course, Reed College, Swarthmore, Harvard, and Smith. And how could we forget Oberlin?