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Exploring Claims of Critical Race Theory, Divisive Topics, and Indoctrination in the Classroom.

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Title: Exploring Claims of Critical Race Theory, Divisive Topics, and Indoctrination in the Classroom.
Authors: Lee, Matthew H.1 (AUTHOR) mlee236@kennesaw.edu, Kisida, Brian2 (AUTHOR) Kisidab@missouri.edu, Anglum, J. Cameron3 (AUTHOR) jca424@lehigh.edu, Erickson, Heidi H.4 (AUTHOR) Heidi.h.erickson@byu.edu, Gontram, Jennifer S.5 (AUTHOR) jennifer.gontram@slu.edu, Ritter, Gary W.5 (AUTHOR) gary.ritter@slu.edu
Source: Education Finance & Policy. Spring2026, Vol. 21 Issue 2, p390-403. 14p.
Subject Terms: *Culture conflict, *Compulsory education, *Curriculum, *Student attitudes, Critical race theory, Indoctrination, Statutes, Political affiliation
Abstract: Critical race theory (CRT) and claims of political indoctrination in K–12 classrooms are at the forefront of the ongoing culture wars surrounding public education. Despite a wave of legislative action targeting CRT-related instruction, little systematic evidence documents the extent to which critics' claims have merit. Using a nationally representative survey of American high school students, we examine the frequency with which students are exposed to CRT-related content and political bias in their classrooms. We further examine how students' experiences differ by political preference, race/ethnicity, and local political context, finding that classroom content likely mirrors community preferences. Our findings suggest that although some divisive topics are discussed, their frequency and context do not support the claims of the most vocal critics. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:Critical race theory (CRT) and claims of political indoctrination in K–12 classrooms are at the forefront of the ongoing culture wars surrounding public education. Despite a wave of legislative action targeting CRT-related instruction, little systematic evidence documents the extent to which critics' claims have merit. Using a nationally representative survey of American high school students, we examine the frequency with which students are exposed to CRT-related content and political bias in their classrooms. We further examine how students' experiences differ by political preference, race/ethnicity, and local political context, finding that classroom content likely mirrors community preferences. Our findings suggest that although some divisive topics are discussed, their frequency and context do not support the claims of the most vocal critics. [ABSTRACT FROM AUTHOR]
ISSN:15573060
DOI:10.1162/EDFP.a.423