Pre-Service Teachers’ Diverse Content Area Text Selections and Considerations for Classroom Use Data Set

The current landscape of book censorship and divisive concept laws have targeted diversity, equity, and social justice (SJ) in curricula. This has created substantial fear that ultimately impacts pre-service teachers (PSTs). Despite opportunities to engage with critical frameworks and culturally sustaining practices, PSTs often default to neutral or “safe” terms to avoid divisive topics that could result in repercusions. Censoring rhetoric that is pervasive in schools and states, limits teachers' ability to make curricular choices around classroom texts, particularly those that address diversity or social justice (SJ) issues. This study examines how PSTs select, perceive, and anticipate using SJ-oriented content-area texts in their future teaching practices. Using mixed-methods, this study examines PSTs' construction of a content-area text set and their analysis of SJ topics using the Curricular Noticing framework. This study found that PSTs included wide range of SJ topics in text selections, but avoided deeper discussions of diversity and equity. Text descriptions addressed these SJ issues symbolically prioritizing shallow representation. PSTs expressed cautious optimism about using SJ texts in their future classrooms, but concerns about potential pushback from school leaders and parents led to hesitancy in integrating them into instruction. The research suggests that further support is needed in teacher education to help PSTs navigate and engage with SJ topics in ways that foster inclusivity and critical thinking, despite the challenges posed by divisive concept laws.