In the last several years, misconceptions about Critical Race Theory being taught in K-12 and higher education have escalated into direct assaults on Diversity, Equity, and Inclusion (DEI) initiatives. Numerous states have pending or have passed legislation designed to limit support for DEI in educational institutions, potentially infringing on First Amendment rights and further endangering already at-risk students. Those opposing DEI often display shared psychological characteristics, such as authoritarianism, binary and conspiratorial thinking, extreme right-wing ideologies, religious extremism, susceptibility to misinformation, and prejudice. Such prejudices are most often directed towards individuals of different racial backgrounds or based on gender and sexual preference. In contrast, research indicates that individuals who utilize an analytic cognitive style, engage in cognitive reflection, and display cognitive flexibility and active-open minded thinking tend to exhibit fewer of the aforementioned characteristics and support principles of DEI. The session will explore these variables and their interrelationships. If DEI efforts are banned in education across the country, as is occurring in the State of Georgia, then educators may still foster such efforts through the use of instructional methods designed to increase students’ ability to engage in analytic thinking and cognitive reflection. While educators should advocate for political changes that will reembrace DEI at the policy level, a case will be made for how individual cognition may impact DEI and how strategies can positively influence these cognitive processes.