Access as Praxis: A Content Analysis of Access Language in Developmental Literacy Scholarship

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: Understanding Historical and Theoretical Trends for Marginalized Learners in Adult Education (Table 8)

Abstract

Despite its commitment to promoting postsecondary student achievement, the field of developmental literacy has been critiqued by some researchers and policy-driving organizations as denying the most marginalized students access to higher education. This latent content analysis evaluates 443 articles from eight journals within the field of developmental literacy to uncover how scholar-practitioners understand access and their role in fostering it. Through a Freirean praxis lens, we uncovered how developmental literacy scholars frequently apply the term access without establishing a framing definition for the term. Scholars’ stated goals alluded to access as an unspecified, symbolic, or material concept. Implications include developing an equity praxis that applies a critical perspective and concrete actions to increase student access.

Authors

• Emily Suh, Texas State University
  Presenting Author

• Sam Owens, Texas State University
  Presenting Author