Dissertation
Understanding high school social studies teachers’ decision-making around controversial topics: Iowa’s anti-DEI laws
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2026
DOI: 10.25820/etd.008401
Abstract
In this dissertation, I examine how Iowa high school social studies teachers exercise professional discretion while navigating new state-level anti-DEI legislation restricting how teachers can talk about race and gender. By examining social studies teachers as street-level bureaucrats, I move from the sometimes vague and abstract analysis of high-level policy and examine the on-the-ground reality in classrooms to understand the impact of these laws on teachers’ discussion of controversial topics in the classroom.
I utilized a grounded theory approach using data I gathered, including (1) survey responses from 211 high school social studies teachers in the state, representing approximately 19% of the state’s total high school social studies teaching population, and (2) in-depth, semi-structured interviews with 25 participants to elicit richer data on their pedagogical decision-making.
My study reveals that while 64% of teachers reported making no direct changes to their classroom practices because of the laws—characterizing the laws as “solutions in search of problems”—they did describe a broader, self-imposed sanitization of the social studies curriculum. I describe how and why this sanitization plays out and examine the relationship between formal legislation and teachers’ practical classroom decisions.
Based on these findings, I propose a revised framework for social studies teacher decision-making, categorizing influences into four domains: legal, structural, social/cultural, and teacher-specific factors. I argue that the primary impact of current anti-DEI legislation is not a direct change in classroom content but the exacerbation of existing social trends, such as rising partisanship and distrust in schools. Collectively, these social forces create a values conflict for teachers who must balance their conflicting goals of developing informed citizens and avoiding potential conflict.
Ultimately, the legislation and existing social trends serve to limit the potential of social studies education to develop skilled citizens. These findings provide a roadmap for policymakers, school leaders, and teacher training programs to better support teachers navigating contentious political environments across the United States.
Details
- Title: Subtitle
- Understanding high school social studies teachers’ decision-making around controversial topics: Iowa’s anti-DEI laws
- Creators
- Logan Drake
- Contributors
- Brian An (Advisor)Chris Ogren (Committee Member)Katrina Sanders (Committee Member)Liz Hollingworth (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Educational Policy and Leadership Studies (Schools, Culture and Society)
- Date degree season
- Spring 2026
- DOI
- 10.25820/etd.008401
- Publisher
- University of Iowa
- Number of pages
- x, 234 pages
- Copyright
- Copyright 2026 Logan Drake
- Language
- English
- Date submitted
- 04/21/2026
- Description illustrations
- tables
- Description bibliographic
- Includes bibliographical references (pages 218-234)
- Public Abstract (ETD)
In this study, I looked at how high school social studies teachers in Iowa are handling new state laws that limit how they can talk about race and gender. I wanted to know: Are these laws actually changing what students learn? To find out, I surveyed over 200 teachers and conducted in-depth interviews across the state, ensuring I heard from a diverse group that represents the actual teacher workforce in Iowa.
I found that while the laws themselves didn’t force most teachers to throw out their lesson plans, a “climate of fear” is quietly changing the state’s social studies classrooms. I argue that the loud political debates on the news matter more to teachers than the actual words written in the laws. Many educators are now “playing it safe” and avoiding tough topics—not because they’ve been legally required to, but because they are worried about upsetting parents or becoming the next viral news story.
My research also highlights teachers’ struggle with “Midwest Niceness.” I found that while teachers want to help students become active, thinking citizens and believe tough conversations are an important means of doing so, they also feel a deep cultural pressure to keep things “nice” and avoid any hint of conflict in the classroom. This tension often leads them to skip over important parts of history or current events. I argue that we cannot fix this problem with just one training session or a new handbook. Instead, I argue that we need to build stronger trust between teachers, parents, and school leaders. If we want our students to graduate ready to meaningfully participate in a democracy, we must support teachers in bringing these important yet difficult conversations back into the classroom. My study points to how policymakers, school leaders, and teacher training programs can better support social studies teachers in this work.
- Academic Unit
- Educational Policy and Leadership Studies
- Record Identifier
- 9985177376102771
Metrics
1 Record Views