The Limitation Effect: Experiences of State Policy- Driven Education Restriction in Florida’s Public Schools

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Abstract

This paper explores experiences of K12 state restriction policy in Florida, which since 2021 has implemented the most education restriction policies in the nation. Florida laws and state policies now demand K12 restriction on “Critical Race Theory,” the New York Times’ 1619 Project, specific viewpoints/broad ideas about racism and history, instruction on “sexual orientation or gender identity,” use of chosen pronouns, “sexual conduct” in texts (via inviting local objection), and more. Through an open-ended-answer survey and follow-up interviews totaling 86 respondents, largely school-level educators and parents, plus supplemental review of media and public documents, we explore this state’s version of a national restriction dynamic and its consequences for the opportunities and supports offered young people in public schools.

Authors

• Mica Pollock, University of California - San Diego

• Hirokazu Yoshikawa, New York University

• John Diaz, University of California - San Diego

• Abigail Richburg, New York University

• Elizabeth Blair Cox, New York University

• Andrew Matschiner, Chapman University

• Emilie Homan, University of California - San Diego

• Abdul-Rehman M. Issa, University of California - San Diego