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. |
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| 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] |
| Copyright of Education Finance & Policy is the property of MIT Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192823876 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring Claims of Critical Race Theory, Divisive Topics, and Indoctrination in the Classroom. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lee%2C+Matthew+H%2E%22">Lee, Matthew H.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mlee236@kennesaw.edu</i><br /><searchLink fieldCode="AR" term="%22Kisida%2C+Brian%22">Kisida, Brian</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> Kisidab@missouri.edu</i><br /><searchLink fieldCode="AR" term="%22Anglum%2C+J%2E+Cameron%22">Anglum, J. Cameron</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> jca424@lehigh.edu</i><br /><searchLink fieldCode="AR" term="%22Erickson%2C+Heidi+H%2E%22">Erickson, Heidi H.</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> Heidi.h.erickson@byu.edu</i><br /><searchLink fieldCode="AR" term="%22Gontram%2C+Jennifer+S%2E%22">Gontram, Jennifer S.</searchLink><relatesTo>5</relatesTo> (AUTHOR)<i> jennifer.gontram@slu.edu</i><br /><searchLink fieldCode="AR" term="%22Ritter%2C+Gary+W%2E%22">Ritter, Gary W.</searchLink><relatesTo>5</relatesTo> (AUTHOR)<i> gary.ritter@slu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Finance+%26+Policy%22">Education Finance & Policy</searchLink>. Spring2026, Vol. 21 Issue 2, p390-403. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Culture+conflict%22">Culture conflict</searchLink><br />*<searchLink fieldCode="DE" term="%22Compulsory+education%22">Compulsory education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+race+theory%22">Critical race theory</searchLink><br /><searchLink fieldCode="DE" term="%22Indoctrination%22">Indoctrination</searchLink><br /><searchLink fieldCode="DE" term="%22Statutes%22">Statutes</searchLink><br /><searchLink fieldCode="DE" term="%22Political+affiliation%22">Political affiliation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Finance & Policy is the property of MIT Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1162/EDFP.a.423 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 390 Subjects: – SubjectFull: Culture conflict Type: general – SubjectFull: Compulsory education Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Critical race theory Type: general – SubjectFull: Indoctrination Type: general – SubjectFull: Statutes Type: general – SubjectFull: Political affiliation Type: general Titles: – TitleFull: Exploring Claims of Critical Race Theory, Divisive Topics, and Indoctrination in the Classroom. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lee, Matthew H. – PersonEntity: Name: NameFull: Kisida, Brian – PersonEntity: Name: NameFull: Anglum, J. Cameron – PersonEntity: Name: NameFull: Erickson, Heidi H. – PersonEntity: Name: NameFull: Gontram, Jennifer S. – PersonEntity: Name: NameFull: Ritter, Gary W. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Spring2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 15573060 Numbering: – Type: volume Value: 21 – Type: issue Value: 2 Titles: – TitleFull: Education Finance & Policy Type: main |
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