Abstract
The central research question guiding this study is: how do partisan progressive and conservative politics influence students’ experiences with inclusive education, particularly concerning education on race and LGBTQ+ topics? My findings reveal that among students from both politically conservative and progressive states, inclusive education was most prevalent and positively received when delivered through non-formal channels. However, disparities emerged between the two groups. Students from politically progressive states were more likely to notice and benefit from informal instruction compared to their counterparts from politically conservative states.
Type of Work
Thesis - Limited Access
Department or Program
Sociology
Institution
Hamilton College
Degree
Bachelor of Arts
Date of Graduation
5-2024
Faculty Advisor
Mahala Stewart, Jaime Kucinskas
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Citation Information
Ni, Raymond '24, "Contested Classrooms: How Partisan Politics Shape the Discourse on Inclusive Education in Public High Schools" (2024). Hamilton Digital Commons.
https://digitalcommons.hamilton.edu/soc_theses/92