Abstract
In recent years, debates surrounding instruction related to Critical Race Theory (CRT) have proliferated across the United States, flamed by political actors and media pundits who ushered a heretofore largely academic concentration into the public sphere. In this study, we examine opinions of voters and parents of school-aged children regarding racism-related instruction in Missouri, a locus of anti-CRT legislative debate. We find that though voters and parents are less likely to support allowing CRT-related instruction in schools, both groups support the permissibility of institutional and systemic racism-focused instruction, despite overlap between the two curricular emphases. Conversely, voter preferences are predicted much more strongly by political ideology than are parent preferences. Together, these findings question the role of anti-CRT legislative aims.
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