Culturally Relevant Approaches to Fostering College Readiness in the Dual-Credit English Classroom

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Pedagogical Best Practices: Faculty Development and Student Learning (Table 4)

Abstract

This qualitative study explores culturally relevant approaches to college readiness in dual credit (DC) English classrooms. DC exposes high school students to college curriculum and allows them to earn college credit through an institution of higher education. Drawing on college readiness, culturally relevant pedagogy, and in-depth interviews with six community college English instructors, we ask: (1) How do community college English instructors support college readiness in their dual credit classrooms? (2) How does culturally relevant pedagogy inform their practice? Ultimately, we find that teachers used culturally relevant approaches not only to help students access dominant college-ready skills, but also to challenge and reframe what constitutes college readiness to begin with.

Authors

• Julia C. Duncheon, University of Washington
  Presenting Author

• Dustin Hornbeck, University of Memphis
  Presenting Author

• Reid T. Sagara, University of Washington
  Presenting Author