Classrooms at Stake: The Impact of the Anti–Critical Race Theory “Witch Hunt” on U.S. Educators

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Rethinking Racial Equity, Access, and Curriculum in the Era of Selective Banning (Table 38)

Abstract

The study examines how instructors in different states across the U.S. understand Critical Race Theory (CRT) and concepts associated with it using ethnographic methods such as focus groups, interviews, and document analysis. Findings show few teachers report that they or others are explicitly teaching content related to CRT. However, these policies have made educators describe wariness and uncertainty about discussing racial and racist issues, causing some of them to self-censor or steer clear of such topics completely. The study highlights the significance of fostering an atmosphere that is favorable for educators to have candid discussions about racism and race to protect academic freedom. In the end, the research encourages providing instructors the tools needed to deal with these problems effectively.

Authors

• Brittany A. Aronson, Pennsylvania State University

• Haniyeh Kheirkhah, Pennsylvania State University

• Helen Miriam Ruzicka, Pennsylvania State University

• Katherine Van Haren, School District of Pittsville