Phase II

Teacher Survey (2014-15)

We surveyed 2,916 high school English, math, and social studies teachers at 608 public and private schools in Canada and the United States. We were interested in how often US and Canadian high school teachers address issues of economic inequality, what they teach about this topic, and why. We determined the number of teachers surveyed in a province or state by the population of that province or state. Then we stratified our sample in each province and state based on income quintiles (socioeconomic status of students), school location (urban or rural), and school size.

Read about our findings from our survey and interviews in these publications:

Westheimer, J., & Rogers, J. (2017). Teaching about economic inequality is political, but not the way you think. Brown Center Chalkboard, The Brookings Institution.

Westheimer, J., Rogers, J., & Kahne, J. (2017). The politics and pedagogy of economic inequality. PS: Political Science & Politics, 50(4), 1043–1048. (full article available here).

Rogers, J., & Westheimer, J. (2017). Teaching about economic inequality in a diverse democracy: Politics, ideology, and differencePS: Political Science & Politics, 50(4), 1049–1055. (full article available here).


Next →  Phase III: Teacher Interviews


Phase I: Curriculum Document Analysis (2013-14)
Phase II: Teacher Survey (2014-15)
Phase III: Teacher Interviews (2015-16)
Phase IV: Case Studies (2017-2018)