A Critical Race Analysis of World Language Enrollment: L'Égalité des Chances?

• In Event: Roundtable Session 5
  In Roundtable Session: (In)Equitable Access to High-Quality Teaching

Abstract

The purpose of this study was to explore the extent to which World Languages were equitably offered in four North Carolina LEAs during the 2013-2014 academic year. Findings indicated that students of color were more likely to attend schools where less languages were offered, and male African American and Latino students were less likely to be enrolled in World Language classes at predominately White schools and in schools that offered Advanced Placement language courses. These findings have implications for World Language teachers and policy makers concerned with equity and programming.

Authors

• Hannah Carson Baggett, Auburn University

• Heather A. Davis, San Diego State University