Literaturnachweis - Detailanzeige
Autor/inn/en | Ogletree, Tamra W.; Griffin, Robert A. |
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Titel | Discourses Surrounding Latinx Students and Families among Literacy Educators |
Quelle | In: Journal of Latinos and Education, 22 (2023) 1, S.387-401 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1534-8431 |
DOI | 10.1080/15348431.2020.1776125 |
Schlagwörter | Literacy Education; Student Attitudes; College Students; Achievement Gap; Hispanic American Students; Bilingual Students; White Students; Preservice Teachers; Teacher Educators; Teacher Attitudes; Social Bias; Culturally Relevant Education; Teacher Education Programs; Student Characteristics; Cultural Capital; National Assessment of Educational Progress |
Abstract | The literacy faculty at a regional, comprehensive university in the southeastern U.S. explored the perceptions of students in their undergraduate and graduate literacy programs--as well as students in contiguous, supported programs--regarding the achievement gaps between Latinx and bi/multilingual students and their White, English-dominant peers. They asked participating pre-service and in-service educators (N = 60) to write a brief narrative explaining why, in their opinion, the reading scores of Latinx students and bi/multilingual learners were significantly lower than their English-dominant peers on the National Assessment of Educational Progress (NAEP) in Reading for Georgia in 2015 and 2017. The researchers analyzed the participants' responses to determine the prevalence of asset- and deficit-oriented perspectives among pre-service and in-service educators in their literacy education programs and courses. Qualitative analysis of responses revealed that both asset- and deficit-based discourse was evidenced, though deficit-oriented perspectives were more prevalent. While attempting to advocate for Latinx and bi/multilingual students, most respondents, especially pre-service and early career educators, likely inadvertently, explained the achievement gaps using a deficit orientation. The researchers suggest considerations for systemic change and improvement in their literacy education courses and programs based on these findings. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |