My thinking has changed but beliefs have not: Motivated reasoning in learning to teach abortion

• Rebecca C. Geller ^[1] ; Jamie D. Gravell ^[3] ; Stacy Ann Strang ^[2] ; Amy Richardson ^[2]
  1. [1] University of Georgia

     University of Georgia

     Estados Unidos

     
  2. [2] Southern Methodist University

     Southern Methodist University

     Estados Unidos

     
  3. [3] California State University – Stanislaus

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• Localización: Theory and research in social education, ISSN 0093-3104, Vol. 53, Vol. 1, 2025, págs. 1-26
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • In the wake of the overturning of Roe v. Wade, social studies education has remained startlingly silent on the topic of abortion. In this designbased research study, we present a qualitative analysis of how preservice secondary social studies teachers made sense of evidence and how they learned about abortion in a mixed-reality teaching simulation built around pedagogies of practice on facilitating controversial issue discussions. Drawing on political psychology and motivated reasoning, we analyzed participants’ engagement with amicus briefs in Dobbs v. Jackson and their thinking about evidence and the issue itself. We found participants generally made sense of the documents in ways consistent with principles of motivated reasoning and the primacy of emotions in evidence evaluation. We analyze shifts in participants’ thinking and conceptual understanding about abortion as a result of their participation, including distinctions and connections drawn between thinking, believing, and learning. Our analysis suggests that even those with intransigent opinions can learn about abortion, that evidence and evidence evaluation are more compli-cated and nuanced than the literature often suggests, and that emotion plays an integral role in evaluation and argumentation. We conclude by arguing that abortion cannot remain in the proverbial shadows in social studies.