Black teachers’ experiences with South Carolina’s “divisive concepts” legislation

Purpose The surge of “divisive concepts” legislation across the USA prompted researchers to explore the impacts on teachers. Because much of this legislation pertains to teaching race and racism, questions emerged about the potentially unique impacts on Black educators. This study pursues this line of inquiry by examining how Black teachers in South Carolina experience “divisive concepts” legislation. Design/methodology/approach This study follows a qualitative research design and is informed by phenomenological principles and tenets of critical race theory. Seven Black middle and secondary English language arts and social studies teachers participated. Data sources include pre- and post-questionnaires, a legislation annotation task and focus group interviews. Findings Although many teachers were unfamiliar with state-specific policies, all participants were broadly aware of “divisive concepts” legislation. They indicated this legislation was based on flawed assumptions and created damaging oversight structures, which they believed reflected broader political and societal trends. They identified several potential consequences of “divisive concepts” legislation that could negatively impact students’ preparedness and the well-being of students and teachers, with particular consequences for Black students and educators. Originality/value This study contributes to the body of literature attempting to elevate the voices of Black educators and suggests that “divisive concepts” legislation, as a continuation of historical anti-black policies, may further inhibit the recruitment and retention of teachers of color.