Congratulations to Jessica Anne Shaw who on Friday, April 3, 2026, successfully defended her dissertation.
The title of Jessica’s dissertation is, "THERE IS A COST: HOW TENURED HIGH SCHOOL TEACHERS ADDRESS CONTROVERSIAL ISSUES DURING DIVISIVE TIMES."
Overview of Problem: Addressing controversial issues is key to preparing young adults for the kinds of conversations and civic debates they will encounter as adults. However, today’s polarized political climate has made it difficult for most educators to feel comfortable having these discussions. Challenges arise from the tension between fostering open dialogue on important issues while navigating institutional policies, meeting community expectations, and reconciling personal beliefs with professional responsibilities.
Research Purpose: This research explores how tenured high school teachers in New York State describe their experiences addressing controversial issues in suburban classrooms and how they navigate tensions between their personal beliefs and professional responsibilities within a polarized sociopolitical climate.
Study Design: This study employed an interpretative qualitative research design, grounded in a conceptual framework informed by Leon Festinger’s Cognitive Dissonance Theory.
Sample: Homogeneous sampling was used to recruit 13 tenured high school teachers from suburban public high schools in New York State’s lower Hudson Valley region.
Data Collection and Analysis: Data were collected through semi-structured one-to-one interviews and analysis of relevant documents, through an inductive, iterative process from which five themes emerged.
Findings/Results: Teachers prioritized democratic inquiry and student voice as they addressed controversial issues in the classroom but faced inconsistencies in discussions. Teachers aimed for neutrality yet acknowledged moments of difficulty in achieving this. They reported increased emotional labor, hypervigilance, and community pushback, leading some to avoid controversial issues.To manage tensions, teachers reported structuring topics with explicit norms, text-centered lessons, and a focus on media literacy. District policy guidance was perceived as ambiguous, and professional development focused on teaching controversial issues was inconsistent. Teachers emphasized the importance of trust and rapport with students and families in navigating controversial issues.
Conclusions/Implications: Classroom discussions of controversial issues are shaped by a constellation of contextual factors, including student identities, classroom composition, and broader sociopolitical pressures. The study revealed significant emotional labor in addressing controversial issues, amidst a shifting political landscape and uneven institutional support. Teachers are aiming to stay neutral and objective, but that sometimes feels impossible and emotionally costly. Successful engagement with current, controversial issues relies heavily on collaboration among colleagues and proactive pedagogical decisions. Study recommendations include explicit, actionable policy guidance and a districtwide approach to media literacy and the teaching of controversial issues. Building leaders are urged to acknowledge the psychological pressures of teaching controversial issues by explicitly naming the burden and offering ongoing professional learning and collegial support.
Dissertation Committee Chair(s):
Dr. Joanne Marien
Dissertation Committee Member(s):
Dr. Kenneth Mitchell
Dr. Jenny Olson Lansky
Take Your Career to the Next Level
Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.
Learn to Inspire Change
The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.
