Framing Effects and the Public’s Attitudes Toward Racial Equity in Education Policy

Abstract

Frames shape public opinion on policy issues, with implications for policy adoption and agenda-setting. What impact do common issue frames for racial equity in education have on voters’ support for racially equitable education policy? Across survey experiments with two independent representative polls of California voters, framing effects were moderated by voters’ prior policy preferences. Among respondents concerned with tax policy, a frame emphasizing the economic benefits of equity elicited higher priority for racial equity in education. Among respondents concerned with social justice, an “equal opportunity” frame elicited higher priority ratings. However, exploratory analyses showed frames only mattered when respondents held mixed policy preferences. Among respondents who (a) valued both tax policy and social justice issues, or who (b) valued neither, both frames were equally impactful.