"It could be chocolate, rice, and turkey, and people are gonna be like, it's CRT": Examining the Role of White Teachers' in Implementing Ethnic Studies in Indiana.

This article examines how K-12 teachers in Indiana interpret and implement statewide ethnic studies mandates, focusing on the perspectives of six White high school social studies teachers across urban, suburban, and rural contexts. It finds that teachers' enactment of ethnic studies policy is shaped by three main factors: their level of teaching experience, their equity consciousness regarding race and privilege, and the sociopolitical and local contexts in which they work, including conservative opposition and censorship pressures. Early-career teachers often found the ethnic studies standards vague and challenging to apply, while more experienced teachers valued their flexibility for creating student-centered curricula. The study highlights the complexities teachers face in navigating policy mandates amid political resistance and underscores the need for professional development and contextual support to sustain ethnic studies education.