Semester of Graduation
Spring 2026
Degree Type
Dissertation/Thesis
Degree Name
Secondary and Middle Grades Education
Department
Secondary and Middle Grades Education
Committee Chair/First Advisor
Nefertari Yancie
Second Advisor
Erin Adams
Third Advisor
Theresa Alviar
Abstract
This study explores social studies teachers' perceptions of the use of controversial issues in their content and classrooms. Through a case study approach, it explores the decision-making process of social studies teachers in Georgia, contextualized by the current political environment, including the enactment of divisive concepts laws such as Georgia’s HB 1084, the Protect Students First Act, and increasing scrutiny over what is taught in public schools. Findings reveal that while the literature and advocates critical of divisive concepts laws tend to argue that these laws have a chilling effect on the discussion of controversial issues, the reality is more complex. While some teachers are aware of and affected by the increased scrutiny these laws bring, others are either unaware, unfazed, or galvanized by them. This study reveals that public rhetoric surrounding controversial issues and divisive concepts influences teacher decision-making; teachers determine for themselves the level of risk they perceive and are willing to accept when presenting historical narratives.
Keywords: controversial issues, divisive concepts laws, gatekeeping theory, culturally responsive pedagogy, political rhetoric