Critical Race Theory (CRT) has recently been positioned as a serious problem requiring urgent policy response among partisan media outlets. Making a case for pressing policy demands, several policy makers have proposed federal, state, and local level legislation and other measures to restrict how race, racism, or American history in general can be taught in K-12 schools, higher education institutions, and state agencies. Anti-CRT rhetoric in media and policy proposals have also propagated the notion of CRT as being divisive as well as ubiquitous in public education. Given this, it is critical to examine whether policy opinions regarding reactionary legislation is based on a real understanding of CRT. We conduct a conceptual and theoretical inquiry into anti-CRT rhetoric relying on the sociological concepts of moral panics and folk devils. Then, we examine familiarity, knowledge, ideology, policy beliefs, and policy opinions regarding CRT in education using nationally representative survey data. The analysis showed that most parents are not familiar with CRT, and the average parent neither opposes nor supports teaching of CRT. The opposition to teaching of CRT is largely driven by political affiliation and related ideological beliefs and positions.

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关于学校批判种族理论教学的政策意见

批判种族理论（CRT）最近被定位为一个需要党派媒体采取紧急政策反应的严重问题。为了满足紧迫的政策要求，一些政策制定者提出了联邦、州和地方层面的立法和其他措施，以限制 K-12 学校、高等教育机构和学校教授种族、种族主义或美国历史的方式。国家机构。媒体和政策提案中的反 CRT 言论也宣扬了 CRT 的概念，因为它在公共教育中无处不在且存在分歧。鉴于此，审视有关反动立法的政策意见是否基于对CRT的真正理解至关重要。我们依靠道德恐慌和民间魔鬼的社会学概念，对反 CRT 言论进行概念和理论探究。然后，我们使用具有全国代表性的调查数据来检验教育中 CRT 的熟悉程度、知识、意识形态、政策信仰和政策观点。分析显示，大多数家长对CRT并不熟悉，一般家长既不反对也不支持CRT教学。对 CRT 教学的反对主要是由政治立场和相关的意识形态信仰和立场驱动的。