Date Approved


Degree Type

Open Access Senior Honors Thesis

Department or School

Political Science

First Advisor

Barbara Patrick, Ph.D.

Second Advisor

Shu Wang, Ph.D.

Third Advisor

Ann R. Eisenberg, Ph.D.


Critical Race Theory (CRT) and diversity, equity, and inclusion (DEI) in K-12 classrooms have been a contentious issue which has resulted in some U.S. states passing laws that prohibit these topics from being included in classrooms. Literature on critical race theory and the subsequent public policies have shown that professionals in the field of education are under informed about CRT and anti-CRT laws. This research paper explores the opinions of four black 6-12 educators on how DEI and CRT emerge in their classrooms, the implications anti-CRT laws would have on their classrooms, and how their careers would be impacted by anti-CRT policies. The findings of this study showcase preliminary data that educators are against these policies, they policies have the potential to bring great harm to students, and that these policies do not influence teachers’ decisions to remain educators.