دورية أكاديمية
'We Don't Teach Critical Race Theory Here': A Sentiment Analysis of K-12 School and District Social Media Statements
| العنوان: | 'We Don't Teach Critical Race Theory Here': A Sentiment Analysis of K-12 School and District Social Media Statements |
|---|---|
| اللغة: | English |
| المؤلفون: | Hodge, Emily M. (ORCID |
| المصدر: | Peabody Journal of Education. 2023 98(5):533-547. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journalsTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| الواصفات: | Critical Race Theory, Content Analysis, Elementary Schools, Secondary Schools, School Districts, Position Papers, Social Media, Algorithms, Psychological Patterns, Fear, Trust (Psychology), Emotional Response, Rhetoric, Stakeholders, Political Attitudes, Positive Attitudes, Negative Attitudes |
| DOI: | 10.1080/0161956X.2023.2261318 |
| تدمد: | 0161-956X 1532-7930 |
| مستخلص: | Conservative activism around the purported influence of Critical Race Theory (CRT) on K-12 education has swept the country in recent years. While others have documented the sources of these messages, how school districts have responded to these critiques has not yet been investigated. Drawing on research on how social media algorithms elevate polarizing information and activate emotions, we analyze public social media posts on school/district Facebook pages mentioning the phrase "critical race" to examine how educators address the claim of teaching CRT and how the local community responds. We use sentiment analysis to examine the emotions of these posts and how they are distributed across states. We also explore the sentiment of subsequent community reactions reflected in the comments of each post, including negative emotions such as anger and fear, and positive emotions such as trust. This study has implications for how school districts can help to stop cycles of fearful rhetoric and engage with stakeholders in ways that unite a school community around shared priorities. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الانضمام: | EJ1404230 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0161-956X 1532-7930 |
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| DOI: | 10.1080/0161956X.2023.2261318 |