(Mis)representation of Latinxs in Florida social studies standards

Abstract

Purpose The purpose of this paper is to examine how frequently Latinxs and Latin Americans and/or topics related to these groups are represented in the Florida K-12 social studies standards and in what contexts. Drawing from critical race theory (CRT), this study further questions to what extent these contexts account for intersectionality among Latinxs and Latin Americans, challenge dominant narratives and stereotypes through counter-perspectives or reinforce whiteness as property. Design/methodology/approach All Florida social studies benchmarks relevant to Latinxs and/or Latin Americans were extracted and the frequency of representation and percentage of coverage were calculated. As a mixed-methods study, the context of representation was accounted for through a textual analysis of all extracted benchmarks which were grouped into emerging themes based on CRT tenets and principles. Findings Three contextual themes developed: political conflict/war, immigration and suppression or absence. Findings from this critical analysis of Florida social studies standards illuminate the continued racial and ethnic disparities in educational standards, curriculum and materials that leave some students and their histories out of the discourse. Practical implications Florida social studies standards require large-scale reform with input from Latinx communities and scholars to create an accurate and inclusive narrative and basis for social studies education. Originality/value This paper underscores the importance of culturally relevant and nuanced representations of Latinxs and Latin Americans in educational discourses.