Reality of teaching diversity in secondary ELA classrooms

This paper investigates how teachers navigate education's socio-political climate and incorporate diverse voices into their curriculum while safeguarding their careers. Research shows that diverse and multicultural texts are fundamental for students’ personal growth; however, in the last decade, there has been a rise in challenges against texts, curriculums, and educators that promote these ideals. These challenges include book bans, stripping teachers of their licenses, and various other repercussions. I conducted a qualitative research study using an anonymous online survey. Participants were secondary ELA teachers who have taught for at least one academic year. The data collected in the study provided different reasons why the socio-political climate is in its current state, such as restricted autonomy over a teacher’s curriculum choices and parental backlash over current texts/novel choices. These variables present challenges of not allowing a student’s ability to express their thoughts and explore different perspectives. Further qualitative research is needed to explore this topic on a broader scale and its lasting impacts on education.