Exploring Teachers’ Perspectives on Presenting American Identity to Elementary Students

This study explores the role of teachers in shaping American identity among students, focusing on potential variations based on socioeconomic status and students' racial and ethnic backgrounds. While previous research has primarily examined youth perspectives on American identity, this investigation addresses the gap in understanding how teachers present this concept in classrooms in low-income schools. Methodologically, the research uses semi-structured in-depth interviews with elementary teachers in Lubbock County ISDs. To gain comprehensive insights, the interviews incorporate vignettes and hypothetical lesson plans. The study analyzes teachers' perceptions of American identity, the values they emphasize, and whether these ideas remain consistent across diverse student populations. Additionally, it examines how teachers' beliefs align with the Texas Essential Knowledge and Skills (TEKS) standards. The current political climate influences how the curriculum is taught and what is considered inappropriate. Discussions of policies such as book bans and the teaching of historical facts are crucial in how teachers convey American identity to their students. Providing different perspectives helps students gain a broader understanding of the world. Findings reveal a mixed perspective on individualism. Some teachers agree that individualism is an important American value that promotes self-reliance, while others argue that it fosters selfishness, and that people should work together. These differing perspectives on individualism may be shaped by the teachers' interactions and experiences with their students, particularly in low-income schools where the student population is predominantly of color. Moreover, all teachers in this research agree that diversity (multiculturalism) is important as America has various individuals from around the world residing in the U.S. Teachers could effectively align American identity and the TEKS, thus following curriculum requirements; however, they expressed concerns about policies that restricted them from talking about important debated topics such as racism and inequality, By investigating how teachers convey American identity and associated values, this study further contributes to the understanding of identity formation in educational settings. In addition, the findings further inform educational practices and policies, potentially enhancing the positive impact of teachers on students' American identity development and future prospects.