Navigating Controversial Topics: A Qualitative Study of High School English Teachers in the Live Free or Die State
Authors
Gigliello, Heather
Date
2022-05-06
Type
Dissertation
Language
en
Keywords
divisive concepts, literacy skills, engagement, young adult literature, diverse or multicultural literature.
Alternative Title
Abstract
Description
AN ABSTRACT OF THE DISSERTATION OF
Heather A. Gigliello for the degree of Doctor of Education
Presented on March 14, 2022
Title: Navigating Controversial Topics: A Qualitative Study of High School English
Teachers in the Live Free or Die State
Abstract approved:
_______________________________________________________
Suzanne Gaulocher, Ph.D., Dissertation Committee Chair
The purpose of this study was to understand the influence the Right to Freedom
from Discrimination in Public Workplaces and Education (Right to Freedom) law has had
on New Hampshire public high school English teachers. This study explores how the
onset of this law may cause teachers to avoid diverse and multicultural literature in their
curriculum and leave out discussing topics such as racism and sexism. In order to hear
directly from New Hampshire’s teachers, a phenomenological qualitative research study
was conducted. A theoretical framework based on constructivist and engagement theories
was developed to help understand the role controversial, contemporary, and young adult literature play in English curricula. Key informant interviews were conducted with 18
participants, each from different public school districts across the five regions of New
Hampshire. Using a grounded theory approach, codes were created through analysis
resulting in seven themes. The results from this study showed that although the Right to
Freedom law did influence nearly every participant’s attitude, the extent of that influence
varied, sometimes drastically. Further, the degree to which the law influenced instruction
and curriculum choices and alterations were even more varied in terms of what texts and
discussions were omitted. Findings from this study have the potential to inform school
districts and communities about the impact the Right to Freedom law has on instruction,
curriculum, and teacher attitudes in the state of New Hampshire and other states with
similar divisive concepts laws.