Examination of Novice Teachers' Perceptions of Racial Literacy

• In Event: Fairmont Roundtable Session Thirteen
  In Roundtable Session: Words Are Like: Language and Literacy at the Intersection in K–12 Settings (Table 11)

Abstract

Grounded in research in the teaching of racial literacy, this qualitative study examined eight novice teachers’ (NTs) perceptions of racial literacy through semi-structured interviews. Four themes emerged from our initial analysis. First, representation was a consistent theme across all participants. Second, when NTs develop awareness of positionality they tend to embrace different voices and perspectives. Third, NTs racial literacy theories were not always well developed and/or practices were not consistently connected to theory. Not only do NTs need to be exposed to racial litearcy, professional development opportunities should be provided in K-12 schools. Finally, participants desired to learn about racial literacy. Teacher education programs should teach racial literacy more explicitly and provide diverse environments for NTs to practice in.

Authors

• Rhonda Hylton, Indiana University Bloomington
  Presenting Author

• Xiufang Chen, Rowan University
  Presenting Author

• Carin L. Appleget, Creighton University
  Presenting Author

• Amy Leigh Tondreau, University of Maryland - Baltimore County
  Non-Presenting Author

• Shuling Yang, East Tennessee State University
  Presenting Author

• Marla R. Goins, University of Nevada - Las Vegas
  Presenting Author

• Poonam Arya, Wayne State University
  Presenting Author

• Lisa O'Brien, Merrimack College
  Presenting Author

• Pallavi Chhabra, Washington University in St. Louis
  Presenting Author

• Catherine A. Lammert, Texas Tech University
  Non-Presenting Author