About two-thirds of Americans believe that children should not be taught in school the claim that the United States is a “structurally racist” nation dominated by white supremacy, a new poll revealed.
The findings were published last week as part of an online survey (pdf) conducted by the Center for American Political Studies at Harvard University and The Harris Poll between June 15 and 17, among 2,006 registered voters. The survey asked participants whether they “believe that kids in elementary school should be taught that America is structurally racist and is dominated by white supremacy.”
In response, 61 percent of participants answered children “should not be taught this,” while the remaining 39 percent said children “should be taught that America is structurally racist.”
When it came to another question regarding the teaching of the First Amendment in schools, an overwhelming 81 percent of participants said elementary school students should learn about the First Amendment and the importance of free speech, compared to 19 percent who said they should not.
The results of the survey echoed those of an online poll conducted by Economist and YouGov poll between June 13 and 15, among 1,500 adult U.S. citizens. Participants were asked if they had “a good idea of what critical race theory (CRT) is,” to which 54 percent responded “yes,” 23 percent said “no,” and 23 percent said they are “not sure.”
Those who said they knew about CRT were then asked whether they have a “favorable or unfavorable” opinion of it. Of these participants, 58 percent said they at least have a “somewhat unfavorable” view of CRT, while 38 percent say they are in favor of the Marxism-rooted ideology, which deems the foundations of the American system to be inherently and irredeemably racist.
The idea that racism remains deeply embedded in America has been popularized over the past years by left-wing activists, politicians, media publications, and the New York Times’s 1619 Project. The Pulitzer Prize-winning project consists of a collection of essays that argue, among many other controversial claims, that the primary reason for the American Revolution was to preserve slavery and that slavery was the source of American economic growth in the 19th century.
A K-12 curriculum based on the 1619 Project, developed by Pulitzer Center, has made its way into many public school districts across the nation, including Chicago, Illinois; Buffalo, New York; and Newark, New Jersey. A new rule proposed in April by the Education Department also prioritizes funding U.S. history and civics programs that incorporate the 1619 Project and the works of prominent CRT advocate Ibram X. Kendi.