Resisting Reading Rigidity: Student Perspectives of Curricular Text Selection

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 1
  In Roundtable Session: Remedy and Repair in Policy Reform and Curriculum Theory (Table 13)

Abstract

This study utilized a mixed-methods design to understand curricular text selection by surveying college-aged students' experiences with whole-class texts in their high school English classroom. Results detail what texts are commonly assigned to high school English curricula, factors impacting student engagement with curricular texts, and insight into changes students suggest to high English curricula. Including recent high school graduates’ perspectives adds dimension to the exploration of curricular text selection as it focuses on the results of teacher text selection rather than merely the criteria and guidelines for doing so. A greater understanding of curricular text selection can support teachers in making informed decisions that nurture student engagement and interest in literacy and create culturally inclusive and responsive curricula.

Authors

• Andrea LeMahieu Glaws, Colorado State University

• Ambyr R. Rios, Kansas State University