Connections Between State Identity-Based Curriculum Laws and School Climate Transformation Work

• In Event: Curricular Challenges in the Current Political Climate

Abstract

As some states face backlash against equitable and inclusive curriculum reform efforts, other states have successfully passed legislation backing this type of reform. This mixed-methods study explores how schools respond to state identity-based curriculum laws mandating the inclusion of the history and contribution of underrepresented groups. Three districts engaged in school climate transformation work participated. Data collection included administrator interviews, teacher focus groups, content analysis, and school climate survey data. The research revealed four themes: a) awareness and support, b) connections to school climate work, c) lack of time/resources for meaningful implementation, d) disparate attention to specific laws. This study may provide guidance for states interested in creating identity-based curriculum laws and for schools focused upon deeper implementation.

Author

• Madeline P. Boehning, Rowan University