How Much Did Educators Teach About the 2020 Election? An Analysis From 12 States

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Curriculum Studies in the Social Studies

Abstract

Using survey data from 12 states, this paper explores the frequency and conditions in which teachers across the United States taught about the 2020 election. Prior research indicates that teaching about elections can substantially strengthen students’ engagement in public issues, but recently educators have been hesitant to integrate current political issues into their course content. Whereas some teachers exclude such content to avoid accusations of political bias others are concerned about maintaining a positive classroom environment. Given the potential civic value of teaching about presidential elections, we explore the frequency and amount of such instruction as well as the conditions that support it.

Authors

• Paul G. Fitchett, University of North Carolina - Charlotte

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

• Jeremy D. Stoddard, University of Wisconsin - Madison