Document Type

Unpublished Paper - Public

Publication Date

2023

Abstract

This study deeply examined the Reading Master’s program at our university to understand better how the program itself and the courses within it perpetuated or pushed back on oppressive approaches to reading instruction, assessment, and intervention and how we could make program and course revisions to reflect anti-bias/anti-racist beliefs. We utilized a case study approach, seeking feedback from all involved in or impacted by our program. Beginning with self-study, we (the researchers) met monthly to discuss shared readings on equity-focused topics and interrogate our teaching to understand how our pedagogy and course assignments and readings either upheld or resisted racist or biased practices. We then conducted surveys, interviews, and focus groups with current candidates and alumni of our program, adjuncts who teach in our program, and external partners such as K-12 school principals and literacy leaders. Our findings indicated that while the vast majority of reading program stakeholders acknowledge the importance of addressing equity and anti-racism in our program, our ability to do this effectively across courses and for all students has been uneven. Some courses were seen as more effective than others; Black and Brown students reported feeling like they don’t belong or that their voices are not valued; white students acknowledged discomfort with topics related to racism; adjuncts indicated they need more professional development related to equitable literacy practices. With feedback from our stakeholders, we have a clearer sense of how we can move forward to better address issues of equity and anti-racism in our program and have already begun implementing changes. Our work is ongoing.

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