Abstract
In this article, we explore the relationship between divisive concept legislation and perceived discretion among teachers as street-level bureaucrats. Specifically, we surveyed K-12 teachers’ perceptions of their decision-making power after the passage of legislation limiting the discussion of divisive topics in the classroom. Previous scholarship suggests that discretion-as-perceived is affected by the degree of powerlessness street-level bureaucrats feel in the implementation of a policy. The results of our study indicate that teachers perceive a significant loss of discretion following the passage of such legislation. Those views are shaped by personal and professional factors like race and specialization.
Get full access to this article
View all access options for this article.
