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Abstract

This quantitative research study investigates U.S. K-12 teacher perceptions of book censorship using five ethical paradigms as a conceptual framework. This study surveys 276 educators throughout the United States from all geographic regions and academic disciplines. The findings indicate that (a) most K-12 educators believe the censorship of books jeopardizes students’ abilities to build and sustain strong, equitable communities at the local, national, and international level; (b) many K-12 educators believe the censorship of classroom books undermines their professional responsibilities as teachers; and (c) the majority of K-12 educators do not want school districts or politicians to censor classroom books; however, many educators are willing or compelled by law to accommodate parental requests for their own child especially in grades K-5. Results indicate that educators—regardless of geographic location and discipline—hold similar beliefs on book censorship.

Keywords

book censorship literacy culturally responsive teaching educational policy K-12 education

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Book banning in U.S. K-12 classrooms: Teacher perceptions on the impact of book censorship on students

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