Abstract
Recent years have seen a marked shift in the salience and politicization of any incorporation of race into teaching at the elementary and secondary levels. “Critical race theory” (CRT) has become a prominent feature of the current debate, even as there is a good deal of misunderstanding about what CRT actually is. Drawing on a pre-registered survey experiment, we consider the impact of the phrase “critical race theory” in activating both racial biases and partisan identity. Our expectation was that CRT would tend to activate partisanship independent of symbolic racism. Results suggest otherwise: where support for culturally relevant pedagogy is concerned, CRT appears to engage partisanship particularly amongst those who exhibit high levels of symbolic racism.
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