Exploring Intentions and Practices Among African American Women Teachers in Adolescent Literacy Instruction

• In Event: Critical Examination of Race, Ethnicity, Class, and Gender in Education: Teachers

Abstract

Reading instruction for diverse adolescent students has endured as a complex, ever-evolving field. While research has provided insight into instructional strategies that may support youth literacy, we know less about how African American women teachers reflect, author, and navigate their teaching experiences. This qualitative research project sought to create a collaborative space where African American women educators can develop their pedagogy in adolescent literacy. Participants also examined and reflected on instructional practices intended to view diverse learners’ assets. The study moves toward acknowledging teachers as active and reflective participants who have intention, interrogate, and continually improve their practice.

Author

• Chantal Francois, Towson University