This applied dissertation examines how K-12 public school social studies teachers are navigating their instructional decision-making regarding content about marginalized groups in response to state legislation. Quantitative data were collected through an online Likert-scale survey to measure teachers’ reported agreement on how state legislation has impacted their instructional decision-making, job satisfaction connected to their professional and personal identities, inclusion of instructional materials, and receptiveness to professional development. Following data collection, the researchers analyzed whether factors of district political context and teachers’ personal and professional identity characteristics predicted their responses. Survey results showed most teachers reported feeling that state legislation has significantly impacted their professional self-perception as well as their decision-making regarding the teaching of historical and current issues of marginalized groups. As a result, teachers expressed a desire for professional development to help them navigate legislative restrictions and ease their concerns about possible social and legal consequences. Analysis showed that district political context and teachers’ personal and professional characteristics had minimal significance in predicting agreement for how state legislation has impacted them as instructional decision-makers and educated professionals. While individual factors were not significant predictors, results show that most of the K-12 social studies teachers surveyed are experiencing a shift in their instructional practices and professional identities, increasing their reported need for appropriate professional development. Findings also suggest the need for more extensive research with educators to highlight their experiences and perspectives under state legislative conditions.
| Date of Award | Jan 1 2025 |
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| Original language | English |
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| Supervisor | Jo Campbell (Supervisor), John Harrison (Advisor) & Kimberly Durham (Advisor) |
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