In Their Bubble: Teacher Perceptions of "Critical Race Theory Laws"

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Pursuing Historical Truths Through Critical Social Studies Teaching (Table 16)

Abstract

Across the United States, legislation has been passed to limit the discussion of race and gender in PK-12 education. This paper explores the ways secondary social studies teachers in one state are navigating such legislation. Through semi-structured interviews the participants discussed their understandings of the legislation as well as how supported they felt in teaching topics that could be questioned. The participants made instructional decisions that were influenced by their perceptions of their workplace environment including (1) perceived administrative support; (2) understanding of community and school; and (3) confidence in content knowledge and teaching. Implications for this work involve classroom teachers, administrators, and policymakers.

Authors

• Kristy Brugar, University of Oklahoma
  Presenting Author

• Erin A. Bronstein, University of Michigan - Dearborn
  Presenting Author

• Shanedra Dilese Nowell, Oklahoma State University
  Presenting Author