Discourses Surrounding Latinx Students and Families among Literacy Educators

Autor/inn/en	Ogletree, Tamra W.; Griffin, Robert A.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Schülerverhalten; Collegestudent; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01