“The book made me feel icky”: Student Perspectives of High School English Curricular Text Selection

• In Event: Reimagining ELA Pedagogy: Inquiring into Historical and Contemporary Practices to Mobilize for Change

Abstract

This mixed methods study examines High School (HS) English teachers’ text selection practices and their potential influence on students’ reading interest and persistence. Teacher educator researchers 800 recent high school graduates in two Midwestern state universities about assigned HS English book-length texts and their engagement with these texts. Findings highlight selected HS texts for teaching, these texts’ characteristics, and student responses, including what they read, their interest/motivations, and desired changes in assigned reading.

Authors

• Ambyr Ruth Rios, Kansas State University

• Andrea LeMahieu Glaws, Colorado State University