School Choice Is Not Enough: The Impact of Critical Social Justice Ideology in American Education
Saved in:
| Title: | School Choice Is Not Enough: The Impact of Critical Social Justice Ideology in American Education |
|---|---|
| Language: | English |
| Authors: | Goldberg, Zach, Kaufmann, Eric, Manhattan Institute (MI) |
| Source: | Manhattan Institute for Policy Research. 2023. |
| Availability: | Manhattan Institute for Policy Research. 52 Vanderbilt Avenue, New York, NY 10017. Tel: 212-599-7000; Fax: 212-599-3494; Web site: http://www.manhattan-institute.org |
| Peer Reviewed: | N |
| Page Count: | 48 |
| Publication Date: | 2023 |
| Document Type: | Numerical/Quantitative Data Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | School Choice, High School Students, Social Justice, Critical Race Theory, Student Attitudes, Gender Issues, Course Content, Political Attitudes, Ideology, Educational Experience, Sexual Identity, Activism, Controversial Issues (Course Content), Student Characteristics, Race, Racial Differences |
| Abstract: | This report focuses on the teaching of Critical Race Theory and radical gender theory in American classrooms. Taken together, those concepts comprise radical cultural left ideologies known as Critical Social Justice (CSJ). The findings of this report suggest that the teaching of applied versions of Critical Race Theory and radical gender theory is endemic in American schools. Ninety-three percent of a random sample of 18-to-20-year-old Americans say that they have been taught, or have heard about from an adult at school, one or more Critical Social Justice (CSJ) concepts. In fact, the average respondent reported being taught and/or hearing about more than half of the eight concepts this study measured. Even assuming these are overestimates, schools and teachers promoting CSJ narratives can hardly be regarded as rare or isolated occurrences. Rather, it is the experience of a large segment of American high school students, if not the majority. |
| Abstractor: | ERIC |
| Entry Date: | 2023 |
| Accession Number: | ED627493 |
| Database: | ERIC |
| Abstract: | This report focuses on the teaching of Critical Race Theory and radical gender theory in American classrooms. Taken together, those concepts comprise radical cultural left ideologies known as Critical Social Justice (CSJ). The findings of this report suggest that the teaching of applied versions of Critical Race Theory and radical gender theory is endemic in American schools. Ninety-three percent of a random sample of 18-to-20-year-old Americans say that they have been taught, or have heard about from an adult at school, one or more Critical Social Justice (CSJ) concepts. In fact, the average respondent reported being taught and/or hearing about more than half of the eight concepts this study measured. Even assuming these are overestimates, schools and teachers promoting CSJ narratives can hardly be regarded as rare or isolated occurrences. Rather, it is the experience of a large segment of American high school students, if not the majority. |
|---|
