Teachers' Perspectives on and Experiences With Limitations on Classroom Discussions About Divisive Topics

• In Event: "Walking on a Tightrope": Social Studies in an Era of Restrictions on Teaching Divisive Issues

Abstract

Purpose
As of July 2022, 17 states have restricted classroom conversations on racism, sexism, and other contentious topics (Schwartz, 2022). Some teachers are unsure how to interpret these directives (Pollock et al., 2022; Lopez, 2021), making it difficult to understand how these restrictions impact instruction across the nation.
We leverage data from two nationally representative teacher surveys administered in 2022 to understand teachers’ perspectives on and experiences with such limitations and their potential consequences on instruction and working conditions.
Perspective
We hypothesize that teachers in states that have enacted restrictions on teachers’ choice of materials and discussions may be more likely to experience limitations than teachers outside of those states, although pressure to enact limitations may also arise from other sources, like families. Drawing on a sensemaking framework (Spillane et al., 2002), we hypothesize that these pressures, in combination with teachers’ perceptions of limitations and their consequences, impact how they adjust their instructional practices.
Methods
This mixed methods study addresses three research questions:
• RQ1: What are teachers’ views of limitations on classroom conversations about divisive topics?
• RQ2: What limitations do teachers experience, and how do they influence teachers’ practices?
• RQ3: What are the consequences of such limitations for students and teachers?
Data Sources and Analysis
We use data from two nationally representative surveys administered in January 2022 (n = 2,360) and May 2022 (n = 8,063) to K-12 public school teachers, which asked teachers about their experiences with legal limits on classroom conversations about racism, sexism, and other contentious topics. We also coded teachers’ open-ended survey responses.
Results
RQ1: Fifty-four percent of teachers nationally—and 75 percent of social studies teachers—believe that there should not be legal limits on classroom conversations about racism, sexism, and other contentious topics, while 20 percent of teachers nationally reported that there should be.
RQ2: Teachers in states that had enacted these limitations were more likely to report they had been directed to limit classroom discussions on contentious topics compared with those who were not in those states (31 percent vs. 21 percent).
Teachers reported limitations topics like race, gender, and LGBTQ issues, which caused teachers to be more cautious about instructional content. Even where formal limitations were not in place, teachers felt pressure to limit their classroom conversations because they feared backlash. Some teachers adapted by anticipating objections or focusing on student discourse. A few teachers deliberately resisted such limitations.
RQ3: Some teachers feared losing their jobs or licenses, punishments against their districts, or negative impacts on students who would no longer see their identities represented.
Eleven percent of teachers nationally—and nearly twice as many ELA and social studies teachers-- reported experiencing harassment due to their school’s policies for teaching about race, racism, or bias.
Significance
A majority of teachers nationally do not support limitations on classroom discussions about contentious topics. Even teachers in states without formal restrictions are being directed to enact such limitations. Our findings raise concerns about the consequences of these limitations for student learning and teachers’ working conditions.

Authors

• Ashley Woo, Pardee RAND Graduate School
  Presenting Author

• Julia Heath Kaufman, RAND Corporation
  Presenting Author

• Sy Doan, RAND Corporation
  Presenting Author