Teaching the 2020 U.S. Elections (and Aftermath)

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Social Studies Teachers' Decisions, Disclosures, and Dilemmas (Table 10)

Abstract

This paper explores how contextual factors (e.g., perceived politics of community), teaching assignments, and teacher civic education ideology influenced pedagogical decision making during the 2020 US presidential election and the aftermath that followed. Participants included a sub-sample of 48 teachers who participated in a survey on teaching the 2020 elections. Interviews were conducted in the Spring of 2021 and explore how participants taught students about the election and aftermath, including the January 6th insurrection. We found that contextual factors such as administrative support and political alignment influenced pedagogical decisions. Factors such as goals for students and teacher civic education ideology also influenced how students were engaged in the post-election aftermath. Implications for teachers, administration, and policymakers are explored.

Authors

• Jeremy D. Stoddard, University of Wisconsin - Madison
  Presenting Author

• Nora Schaffer, New York City Department of Education
  Non-Presenting Author

• Brett L. M. Levy, University at Albany - SUNY
  Non-Presenting Author