Theses and Dissertations
Date of Award
5-1-2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Curriculum & Instruction
First Advisor
Karin Lewis
Second Advisor
Laura Jewett
Third Advisor
Jacob Neumann
Abstract
This qualitative study examined the perceptions of pre-service teacher candidates at a predominantly minority university in South Texas about educational censorship in K–12 schools. Grounded in critical theory, the research explored how restrictive policies—including book bans and legislation related to race, gender, and identity—affect candidates’ developing professional identities and career aspirations. Data were collected through an anonymous, open-ended questionnaire and analyzed to identify six interconnected themes: autonomy and fear, book bans, policy and legislation, race and identity, subject-specific impacts, and readiness and confidence. Participants described an increasingly tense educational climate marked by heightened scrutiny and ambiguous policy expectations. They voiced concerns that censorship stifles creativity and limits exposure to diverse perspectives. While some candidates felt prepared to navigate these constraints, others reported a waning enthusiasm for entering the profession. The findings underscore the need to enhance policy literacy and advocacy skills in teacher preparation programs, emphasizing the importance of clear guidance and inclusive environments from district leaders and policymakers.
Recommended Citation
Salinas, J. (2026). Teaching Under Restriction: Pre-Service Teachers’ Experiences With Censorship [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1955
Comments
Copyright 2026 Johnny E. Salinas. All Rights Reserved. https://proquest.com/docview/3371470288