How Social Studies Teachers in the United States Conceptualize and Teach About Democracy: Survey Perspectives.
Saved in:
| Title: | How Social Studies Teachers in the United States Conceptualize and Teach About Democracy: Survey Perspectives. |
|---|---|
| Authors: | Hornbeck, Dustin (AUTHOR) |
| Source: | Social Studies. May/Jun2026, Vol. 117 Issue 3, p116-131. 16p. |
| Subjects: | Democracy, Social sciences education, Civics education, Educational surveys, Polarization (Social sciences), Secondary education, Teaching methods |
| Geographic Terms: | United States |
| Abstract: | Democracy is a complex and contested concept with varying interpretations in political and social contexts. This paper examines how secondary school social studies teachers in the United States conceptualize and teach about democracy. Through a national survey of 104 social studies educators, responses were analyzed to identify common themes in their understanding and pedagogical approaches. Findings revealed four primary perspectives: (1) a "thick" democracy, where teachers view and teach democracy as a participatory way of life; (2) a "thin" democracy, emphasizing democracy as a technical system of government; (3) skepticism about U.S. democracy, with some arguing that the nation functions as a republic rather than a democracy; and (4) shifts in teaching due to political polarization. While many educators focus on institutional structures and elections, fewer incorporate broader democratic values such as democracy as a way of life and deliberation beyond just technical contexts. The study highlights tensions in democratic education, as political pressures and curricular constraints shape how democracy is framed in classrooms. These findings demonstrate a need for democratic renewal in social studies education and beyond. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Studies is the property of Taylor & Francis Ltd 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: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Democracy is a complex and contested concept with varying interpretations in political and social contexts. This paper examines how secondary school social studies teachers in the United States conceptualize and teach about democracy. Through a national survey of 104 social studies educators, responses were analyzed to identify common themes in their understanding and pedagogical approaches. Findings revealed four primary perspectives: (1) a "thick" democracy, where teachers view and teach democracy as a participatory way of life; (2) a "thin" democracy, emphasizing democracy as a technical system of government; (3) skepticism about U.S. democracy, with some arguing that the nation functions as a republic rather than a democracy; and (4) shifts in teaching due to political polarization. While many educators focus on institutional structures and elections, fewer incorporate broader democratic values such as democracy as a way of life and deliberation beyond just technical contexts. The study highlights tensions in democratic education, as political pressures and curricular constraints shape how democracy is framed in classrooms. These findings demonstrate a need for democratic renewal in social studies education and beyond. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00377996 |
| DOI: | 10.1080/00377996.2025.2491090 |
