Religious Representation and Power Dynamics in High School Social Studies Standards

This study critically examines how religion is represented in U.S. high school social studies standards, focusing on the dynamics of power, particularly the dominance of Christianity. Building on Critical Religious Pluralism Theory (CRPT), which challenges hegemonic Christian narratives in higher education, this study explores how different religious groups and events are included in state standards and analyzes how power structures are reinforced or contested. Using a qualitative approach and grounded theory methodology, the study codes state social studies standards to identify instances where religion intersects with systems of power—such as consolidation, legitimization, or resistance. Preliminary findings indicate a continuing privileging of Christian perspectives, often in the form of historicized or anachronistic portrayals of non-Christian religions. This research aims to inform broader discussions about equity in religious education and curriculum development at the secondary level.