Exploring the Relationship Among Teachers' Political Identities, Civic Education Beliefs, and Instructional Decision-Making

• In Event: Rethinking Civic Engagement and Education: Identities, Controversies, and Critical Citizenship

Abstract

Research has largely avoided attributing civic education ideological stances with political identity, delineating these concepts as unique influences on teachers’ decision-making (Abowitz & Harnish, 2006; Clark, 2020; Knowles, 2018). Exploring the potential for conceptual overlap, our 12-state survey study examined relationships among social studies teachers’ beliefs on civic education, instructional practices during their 2020 election, and reported political identities. Analyses indicated significant intersectionality. Compared to politically conservative teachers, liberal teachers were more likely to report a critical civic education perspective while also acknowledging reprisal from the local community as an obstacle to teaching the 2020 election. Results from our study have implications for social studies teachers; particularly educators working in increasingly polarized communities.

Authors

• Paul G. Fitchett, Auburn University

• Jeremy D. Stoddard, University of Wisconsin - Madison

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