A new Axios/Generation Lab poll of 810 college students finds a large majority of young scholars agreeing with a fundamental concept of critical race theory. 69% of the students polled say that “racism today is primarily systemic, not committed by individuals with prejudice,” and 82% say that “schools should teach that racism is ingrained in law.” Far more Democratic students respond affirmatively to those questions than do Republican students.
But the poll reveals that the Republican revisionists who are abusing “critical race theory” as a hot-button distraction to cloak their fascist thought-policing are out of touch with what’s really being taught in our high school classrooms. 66% of these recent and attentive high school graduates (I say attentive because these poll subjects all got into college, so they must have paid attention in grades 9–12) say their high school history curriculum “was flawed in how it taught race.” 93% of those students finding fault with their HS history curriculum’s approach to race say their curriculum “did not focus enough on race and its impact on history.” The partisan breakdown shows 81% of Democratic students saying yes to that question but only 23% of Republican students.
Hmmm… if our schools really were overdoing “critical race theory” to an extent that required legislative intervention, you’d think more students would say the flaw in their history curriculum was too much talk about race, not too little. And if our schools really were undermining patriotism by portraying America as a minority-oppressing white-supremacist fascist regime, you’d think those numbers would be flipped: the racist right-wing students would be saying our Commie-pinko schools are getting race wrong while the left-wing Democratic students would be saying, No, the schools are getting race in America about right.
Fortunately, these critical young people also paid attention in their civics classes:
77% of the students polled say state legislatures should stay out of curriculum decisions. Indeed, why would we want partisan hacks who misrepresent historical facts overriding the judgment of our teachers, the well-trained experts in curriculum development and delivery?