Kaylene M Stevens
Biographic Data
| ID | 6100202 |
|---|---|
| NAME | Kaylene M Stevens |
| GIVEN NAMES | Kaylene M |
| FAMILY NAME | Stevens |
| SIGNATURE | STEVENS K M |
| AFFILIATIONS | Boston University |
| ORCID | 0000-0002-0077-8184 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Navigating and Resisting
“It has a chilling effect”
A growing number of U.S. states have passed laws that restrict the teaching of certain topics, usually involving race, gender, and sexual orientation, in school. Employing critical theory, we examined the reaction of secondary social studies teachers in five states with and without discriminatory censorship laws (DCLs) through surveys (N = 319) and interviews (N = 28). We found that there were differences in how teachers experience DCLs based on …
Five years later
In a previous study conducted before the emergence of the #MeToo Movement and the results of the 2016 U.S. Presidential Election, the authors examined feminist teachers and found differences based on their liberal feminist or critical feminist perspectives. In this study, the authors examine the same participants five years later to determine if and how their beliefs, teaching practices, and curricula may have changed. Using a multiple case study…
Culturally sustaining social studies teachers
Becoming a Race-Conscious Social Studies Teacher
In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on the…
Equity- and Tolerance-Oriented Teachers
In this interpretative case study, the researchers examined the beliefs and practices of 10 self-identifying race-conscious social studies teachers. Using critical race theory as the lens, the researchers found that most of the teachers made race explicit in their classrooms by including race in units not typically considered race-related and focusing on the relationship between race and inequity. Additionally, while all of the teachers made race…
Culturally sustaining social studies teachers
Equity- and Tolerance-Oriented Teachers
In this interpretative case study, the researchers examined the beliefs and practices of 10 self-identifying race-conscious social studies teachers. Using critical race theory as the lens, the researchers found that most of the teachers made race explicit in their classrooms by including race in units not typically considered race-related and focusing on the relationship between race and inequity. Additionally, while all of the teachers made race…
Becoming a Race-Conscious Social Studies Teacher
In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on the…
Becoming a Race-Conscious Social Studies Teacher
In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on the…
Equity- and Tolerance-Oriented Teachers
In this interpretative case study, the researchers examined the beliefs and practices of 10 self-identifying race-conscious social studies teachers. Using critical race theory as the lens, the researchers found that most of the teachers made race explicit in their classrooms by including race in units not typically considered race-related and focusing on the relationship between race and inequity. Additionally, while all of the teachers made race…
Culturally sustaining social studies teachers
Five years later
In a previous study conducted before the emergence of the #MeToo Movement and the results of the 2016 U.S. Presidential Election, the authors examined feminist teachers and found differences based on their liberal feminist or critical feminist perspectives. In this study, the authors examine the same participants five years later to determine if and how their beliefs, teaching practices, and curricula may have changed. Using a multiple case study…
“It has a chilling effect”
A growing number of U.S. states have passed laws that restrict the teaching of certain topics, usually involving race, gender, and sexual orientation, in school. Employing critical theory, we examined the reaction of secondary social studies teachers in five states with and without discriminatory censorship laws (DCLs) through surveys (N = 319) and interviews (N = 28). We found that there were differences in how teachers experience DCLs based on …
Navigating and Resisting
Educator Training and Historical Pedagogy (5 works) · Critical Race Theory in Education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Sociology (4 works) · Gender Studies (3 works) · Gender Studies (3 works) · Innovative Teaching Methodologies in Social Sciences (3 works)