Yes, You Can Teach About Racism In Oklahoma: How Social Studies Educators Teach About Racism

Abstract

This qualitative study explores how social studies educators in the Oklahoma City metropolitan area teach about racism in a politically conservative state climate. The purpose of the research was to understand the instructional strategies, methods, and decision-making processes teachers use to address racism in their classrooms despite restrictive legislation such as Oklahoma House Bills 1775 and 1038. Using a basic qualitative design, data were collected through pre-screening surveys and semi-structured interviews with five secondary-level social studies teachers from both public and parochial schools. Analysis of the interviews revealed three primary findings: (1) teachers employ diverse strategies and practices—most notably student-centered discussions, the use of primary sources, and reflective activities—to facilitate learning about racism; (2) educators consistently align their instruction with state standards and curriculum frameworks to safeguard against political and administrative scrutiny; and (3) the current political climate generates considerable fear, anxiety, and self-censorship among teachers, particularly those in public schools. Despite these challenges, participants demonstrated professional commitment to fostering racial literacy, critical thinking, and civic engagement among their students. This study contributes to the limited body of research on racism education in conservative states and underscores the resilience and adaptability of teachers who seek to provide accurate, inclusive historical instruction within restrictive environments. Recommendations include sustained professional development, administrative support, and continued advocacy for teachers’ pedagogical freedom to address racism responsibly and effectively.