Critical Thinking Under Siege: The Consequences of Book Banning in Public Education

• In Event: AERA Research in Progress Roundtable Session Five
  In Invited Roundtable: Research-in-Progress RT074 (Sunday)

Abstract

This research investigates the impact of book banning in U.S. public schools on students’ critical thinking, empathy development, and global awareness. Grounded in constructivist theory, the study examines how restricting access to diverse literature—particularly books featuring marginalized characters and multicultural themes—limits students’ exposure to varied perspectives essential for independent thought. Using a mixed-methods design, this research will collect quantitative data through surveys and standardized assessments from 200 students and 50 teachers across three public schools with book ban policies. Qualitative data will be gathered through semi-structured interviews and curriculum analysis. The study addresses a critical gap in empirical research quantifying book banning’s effects on K-12 educational outcomes, informs educators, policymakers, and advocacy groups about censorship’s consequences, and support.

Authors

• Lori Spradley, Auburn University - Montgomery

• Lei Wang, Auburn University - Montgomery