Addressing Equity and Antiracism in a Reading Specialist Program

• In Event: Teacher Preparation for Educational Equity

Abstract

Utilizing a case study methodology, this study examined the reading specialist program at our university to better understand how the program itself, the courses within it, and the reading faculty perpetuate oppressive approaches to reading instruction, assessment, and intervention and how we can make program and course revisions to intentionally reflect anti-bias/anti-racist beliefs. Surveys and interviews with current students and alumni indicated that while they almost universally believe that it is important for our program to intentionally address equity and anti-racism in all courses, our BIPOC students in particular do not believe we are doing enough. Changes to course syllabi and assignments are important but not sufficient—building faculty capacity to reflect on and shift pedagogical practices must happen simultaneously.

Authors

• Sophie Degener, National Louis University
  Presenting Author

• Tina Curry, Chicago Public Schools
  Presenting Author

• Mary Hoch, National Louis University
  Presenting Author

• Ryan McCarty, Niles Township High School District 219
  Presenting Author

• Gloria McDaniel-Hall, National Louis University
  Presenting Author

• Ruth E. Quiroa, National Louis University
  Presenting Author

• Courtney Brookins, National Louis University
  Presenting Author