Skip to content
2018
Volume 51, Issue 4
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356

Abstract

College reading instruction warrants recognition as a necessary and actionable means of teaching for social justice. Faculty who teach students how to read course texts—and who guide and support them in doing so—advance social justice and equity via three separate mechanisms of action. These processes preferentially benefit marginalized and underserved students while more broadly fostering conceptual and perspective-taking skills essential for social justice.

Loading

Article metrics loading...

/content/journals/10.58680/tetyc2024514309
2024-05-01
2024-10-13
Loading full text...

Full text loading...

References

  1. Ayers William, et al. editors Handbook of Social Justice in Education. Routledge 2009.
    [Google Scholar]
  2. Ballen Cissy J., et al. “Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning.” CBE—Life Sciences Education, vol. 16, no. 4 2017.
    [Google Scholar]
  3. Batini Federico, et al. “The Association between Reading and Emotional Development: A Systematic Review.” Journal of Education and Training Studies, vol. 9, no. 1 2021, pp 12–50.
    [Google Scholar]
  4. Bauman Georgia L., et al. Achieving Equitable Educational Outcomes with All Students: The Institution’s Roles and Responsibilities. Association of American Colleges and Universities 2005.
    [Google Scholar]
  5. Beck Ann S. “A Place for Critical Literacy.” Journal of Adolescent & Adult Literacy, vol. 48, no. 5 2005, pp 392–400.
    [Google Scholar]
  6. Bell Lee Anne. “Theoretical Foundations for Social Justice Education.” Teaching for Diversity and Social Justice edited by Adams Maurianne et al., 3rd ed., Routledge 2016, pp 3–26.
    [Google Scholar]
  7. Bensimon Estela M. “Reclaiming Racial Justice in Equity.” Change: The Magazine of Higher Learning, vol. 50, nos. 3–4 2018, pp 95–98, https://doi.org/10.1080/00091383.2018.1509623.
    [Google Scholar]
  8. Blau Sheridan. “How the Teaching of Literature in College Writing Classes Might Rescue Reading as It Never Has Before.” Deep Reading: Teaching Reading in the Writing Classroom edited by Sullivan Patrick et al., National Council of Teachers of English 2017, pp 265–90.
    [Google Scholar]
  9. Bonilla-Silva Eduardo. Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States. Rowman & Littlefield 2006.
    [Google Scholar]
  10. Bourdieu Pierre, and Passeron Jean-Claude. Reproduction in Education, Society, and Culture. 2nd ed., vol. 4, Sage Publications 1990.
    [Google Scholar]
  11. Bruno Gregory, et al. “What Works for Us: The Faculty Initiative on Teaching Reading.” Teaching English in the Two-Year College, vol. 50, no. 1 2022, pp 76–87.
    [Google Scholar]
  12. Burchfield Colin M., and Sappington John. “Compliance with Required Reading Assignments.” Teaching of Psychology, vol. 27, no. 1 2000, pp 58–60.
    [Google Scholar]
  13. Casper Anne M., et al. “True Grit: Passion and Persistence Make an Innovative Course Design Work.” PLOS Biology, vol. 17, no. 7 2019.
    [Google Scholar]
  14. Chang Wen-Chia, and Cochran-Smith Marilyn. “Learning to Teach for Equity, Social Justice, and/or Diversity: Do the Measures Measure Up?” Journal of Teacher Education 2022.
    [Google Scholar]
  15. Chávez-Moreno Laura C. “Critiquing Racial Literacy: Presenting a Continuum of Racial Literacies.” Educational Researcher, vol. 51, no. 7 2022, pp 481–88.
    [Google Scholar]
  16. Christensen Linda. “Where I’m From: Inviting Students’ Lives into the Classroom.” Rethinking Our Classrooms: Teaching for Equity and Justice edited by Bigelow Bill et al., vol. 2 2004, pp 6–10.
    [Google Scholar]
  17. Cochran-Smith Marilyn. “Learning to Teach for Social Justice.” The Education of Teachers: Ninety-Eighth Yearbook of the National Society for the Study of Education edited by Griffin Gary, U of Chicago P 1999, pp 114–44.
    [Google Scholar]
  18. Connell Georgianne L., et al. “Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology.” CBE—Life Sciences Education, vol. 15, no. 1 2016.
    [Google Scholar]
  19. Cridland-Hughes Susan. “Caring Critical Literacy: The Most Radical Pedagogy You Can Offer Your Students.” English Journal, vol. 105, no. 2 2015, pp 129–32.
    [Google Scholar]
  20. Delpit Lisa. “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children.” Harvard Educational Review, vol. 58, no. 3 1988, pp 280–99.
    [Google Scholar]
  21. Del Principe Annie, and Ihara Rachel, “‘I Bought the Book and I Didn’t Need It’: What Reading Looks Like at an Urban Community College.” Teaching English in the Two-Year College, vol. 43, no. 3 2016, pp 229–44.
    [Google Scholar]
  22. Dewey John. Democracy and Education: An Introduction to the Philosophy of Education. Macmillan 1916.
    [Google Scholar]
  23. Digest of Education Statistics 2022. National Center for Education Statistics 2022.
    [Google Scholar]
  24. Dodell-Feder David, and Tamir Diana I. “Fiction Reading Has a Small Positive Impact on Social Cognition: A Meta-Analysis.” Journal of Experimental Psychology: General, vol. 147, no. 11 2018, pp 1713–27.
    [Google Scholar]
  25. Dotson Vonetta M., et al. “Effects of Race and Socioeconomic Status on the Relative Influence of Education and Literacy on Cognitive Functioning.” Journal of the International Neuropsychological Society, vol. 15, no. 4 2009, pp 580–89.
    [Google Scholar]
  26. Eddy Sarah L., and Hogan Kelly A. “Getting under the Hood: How and for Whom Does Increasing Course Structure Work?” CBE—Life Sciences Education, vol. 13, no. 3 2014, pp 453–68.
    [Google Scholar]
  27. Essed Philomena. Understanding Everyday Racism: An Interdisciplinary Theory. Vol. 2, Sage Publications 1991.
    [Google Scholar]
  28. Equity, Diversity, and Inclusion Framework. American Psychological Association, Apr 2021, www.apa.org/about/apa/equity-diversity-inclusion/framework.
    [Google Scholar]
  29. Fassinger Polly A. “How Classes Influence Students’ Participation in College Classrooms.” The Journal of Class Interaction, vol. 35, no. 2 2000, pp 38–47.
    [Google Scholar]
  30. Felix Eric, et al. A Movement towards Equity: Tracing the Impact of the Center for Urban Education’s Student Equity Planning Institute (SEPI). Center for Urban Education 2020.
    [Google Scholar]
  31. Freeman Scott, et al. “Increased Course Structure Improves Performance in Introductory Biology.” CBE—Life Sciences Education, vol. 10, no. 2 2011, pp 175–86.
    [Google Scholar]
  32. Freire Paulo. Pedagogy of the Oppressed. Penguin Classics 2017.
    [Google Scholar]
  33. Gabay Esther M. “Drawing to Read: Students Using Creative Approaches to Access Complex Texts in First-Year Writing.” Teaching English in the Two-Year College, vol. 49, no. 4 2022, pp 353–68.
    [Google Scholar]
  34. Gallagher Jamey, and Messer Kris. “The Real World and the Reading Realities of Returning Students.” Teaching English in the Two-Year College, vol. 50, no. 2 2022, pp 146–59.
    [Google Scholar]
  35. Gioia Dana. To Read or Not to Read: A Question of National Consequence. Diane Publishing 2008.
    [Google Scholar]
  36. Graham Steve, et al. “Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing.” Review of Educational Research, vol. 88, no. 2 2018, pp 243–84.
    [Google Scholar]
  37. Guinier Lani. “From Racial Liberalism to Racial Literacy: Brown v. Board of Education and the Interest-Divergence Dilemma.” The Journal of American History, vol. 91, no. 1 2004, pp 92–118.
    [Google Scholar]
  38. Haak David C., et al. “Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology.” Science, vol. 332, no. 6034 2011, pp 1213–16.
    [Google Scholar]
  39. Hadfield Mark. “Becoming Critical Again: Reconnecting Critical Social Theory with the Practice of Action Research.” Educational Action Research, vol. 20, no. 4 2012, pp 571–85.
    [Google Scholar]
  40. Hakemulder Jèmeljan. The Moral Laboratory: Experiments Examining the Effects of Reading Literature on Social Perception and Moral Self-Concept. John Benjamins Publishing Co. 2000.
    [Google Scholar]
  41. Hassel Holly. “Radical Reconsideration of the College English Classroom.” Teaching English in the Two-Year College, vol. 45, no. 2 2017, pp 141–42.
    [Google Scholar]
  42. Hilberg Jaclyn. “Teaching toward Reading Transfer in Open-Access Contexts: Framing Strategic Reading as a Transferable Skill.” Teaching English in the Two-Year College, vol. 50, no. 2 2022, pp 132–45.
    [Google Scholar]
  43. Hmelo-Silver Cindy E., and Azevedo Roger. “Understanding Complex Systems: Some Core Challenges.” The Journal of the Learning Sciences, vol. 15, no. 1 2006, pp 53–61.
    [Google Scholar]
  44. Hogan Kelly A., and Sathy Viji. Inclusive Teaching: Strategies for Promoting Equity in the College Classroom. West Virginia UP 2022.
    [Google Scholar]
  45. Hogan Nika. “‘It’s Important to Dance with the Text’: Enhancing Writing Instruction through Reading Apprenticeship.” Teaching English in the Two-Year College, vol. 50, no. 2 2022, pp 160–74.
    [Google Scholar]
  46. Hurtado Sylvia, et al. “Predicting Transition and Adjustment to College: Biomedical and Behavioral Science Aspirants’ and Minority Students’ First Year of College.” Research in Higher Education, vol. 48, no. 7 2007, pp 841–87.
    [Google Scholar]
  47. Hytten Kathy. “Ethics in Teaching for Democracy and Social Justice.” Democracy & Education, vol. 23, no. 2 2015.
    [Google Scholar]
  48. Hytten Kathy, and Bettez Silvia C. “Understanding Education for Social Justice.” Educational Foundations, vol. 25, nos. 1–2 2011, pp 7–24.
    [Google Scholar]
  49. Inoue Asao B. “Teaching Antiracist Reading.” Journal of College Reading and Learning, vol. 50, no. 3 2020, pp 134–56.
    [Google Scholar]
  50. Jefferson Angela L., et al. “A Life Course Model of Cognitive Activities, Socioeconomic Status, Education, Reading Ability, and Cognition.” Journal of the American Geriatrics Society, vol. 59, no. 8 2011, pp 1403–11.
    [Google Scholar]
  51. Jensen Darin L. “Refusing Pessimism: Imagining a Future for Two-Year College Literacy Studies as a Discipline and a Profession.” Teaching English in the Two-Year College, vol. 50, no. 4 2023, pp 321–25.
    [Google Scholar]
  52. Johnson Lamar L. “Where Do We Go from Here? Toward a Critical Race English Education.” Research in the Teaching of English, vol. 53, no. 2 2018, pp 102–24.
    [Google Scholar]
  53. Jolliffe David A. “Learning to Read as Continuing Education.” College Composition & Communication, vol. 58, no. 3 2007, pp 470–94.
    [Google Scholar]
  54. Jolliffe David A., and Harl Allison. “Texts of Our Institutional Lives: Studying the ‘Reading Transition’ from High School to College: What Are Our Students Reading and Why?” College English, vol. 70, no. 6 2008, pp 599–617.
    [Google Scholar]
  55. Kendi Ibram X. How to Be an Antiracist. One World 2023.
    [Google Scholar]
  56. Kidd David Comer, and Castano Emanuele. “Reading Literary Fiction Improves Theory of Mind.” Science, vol. 342, no. 6156 2013, pp 377–80.
    [Google Scholar]
  57. Kinloch Valerie. “2022 NCTE Presidential Address: Equity, Justice, and Antiracist Teaching: Who Will Join This?” Research in the Teaching of English, vol. 57, no. 3 2023, pp 314–21.
    [Google Scholar]
  58. Kuh George D., et al. “Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations.” ASHE Higher Education Report, Vol. 116, John Wiley & Sons 2011.
    [Google Scholar]
  59. Ladson-Billings Gloria. “But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy.” Theory into Practice, vol. 34, no. 3 1995, pp 159–65.
    [Google Scholar]
  60. Lichtenberg Judith. “How the Academically Rich Get Richer.” Philosophy & Public Policy Quarterly, vol. 24, no. 4 2004, pp 19–27.
    [Google Scholar]
  61. McLaughlin Maureen, and DeVoogd Glenn. “Critical Literacy as Comprehension: Expanding Reader Response.” Journal of Adolescent & Adult Literacy, vol. 48, no. 1 2004, pp 52–62.
    [Google Scholar]
  62. Morrell Ernest. “Critical Participatory Action Research and the Literacy Achievement of Ethnic Minority Groups.” 55th Yearbook of the National Reading Conference edited by Hoffman James et al., Literacy Research Assoc. 2006, pp 1–18.
    [Google Scholar]
  63. Oatley Keith. “Fiction: Simulation of Social Worlds.” Trends in Cognitive Sciences, vol. 20, no. 8 2016, pp 618–28.
    [Google Scholar]
  64. Pearson P. David, and Cervetti Gina N. “Fifty Years of Reading Comprehension Theory and Practice.” Research-Based Practices for Teaching Common Core Literacy edited by Pearson P. David and Hiebert Elfrieda H., Teachers College Press 2015, pp 1–24.
    [Google Scholar]
  65. Penner Donald. “What’s in a Name? Literacy Studies and Transdisciplinarity.” Teaching English in the Two-Year College, vol. 50, no. 4 2023, pp 356–69.
    [Google Scholar]
  66. Perin Dolores, and Holschuh Jodi Patrick. “Teaching Academically Underprepared Postsecondary Students.” Review of Research in Education, vol. 43, no. 1 2019, pp 363–93.
    [Google Scholar]
  67. Ritchie Stuart J., and Bates Timothy C.. “Enduring Links from Childhood Mathematics and Reading Achievement to Adult Socioeconomic Status.” Psychological Science, vol. 24, no. 7 2013, pp 1301–08.
    [Google Scholar]
  68. Sathy Viji, and Moore Quinn. “Who Benefits from the Flipped Classroom? Quasi-Experimental Findings on Student Learning, Engagement, Course Perceptions, and Interest in Statistics.” Teaching Statistics and Quantitative Methods in the 21st Century edited by Rodgers Joseph L., Routledge 2020, pp 197–216.
    [Google Scholar]
  69. Sealey-Ruiz Yolanda. “Building Racial Literacy in First-Year Composition.” Teaching English in the Two-Year College, vol. 40, no. 4 2013, pp 384–98.
    [Google Scholar]
  70. Sealey-Ruiz Yolanda. “The Critical Literacy of Race: Toward Racial Literacy in Urban Teacher Education.” Handbook of Urban Education edited by Milner H. Richard IV and Lomotey Kofi, Routledge 2021, pp 281–95.
    [Google Scholar]
  71. Sealey-Ruiz Yolanda, and Greene Perry. “Popular Visual Images and the (Mis) Reading of Black Male Youth: A Case for Racial Literacy in Urban Preservice Teacher Education.” Teaching Education, vol. 26, no. 1 2015, pp 55–76.
    [Google Scholar]
  72. Shanahan Timothy. “Relationships between Reading and Writing Development.” Handbook of Writing Research edited by MacArthur Charles A. et al., 2nd ed., Guilford Press 2016, pp 194–207.
    [Google Scholar]
  73. Smagorinsky Peter. “Is Instructional Scaffolding Actually Vygotskian, and Why Should It Matter to Literacy Teachers?” Journal of Adolescent & Adult Literacy, vol. 62, no. 3 2018, pp 253–57.
    [Google Scholar]
  74. Stauffer Russell G. Teaching Reading as a Thinking Process. Harper & Row 1969.
    [Google Scholar]
  75. Stephens Nicole M., et al. “Unseen Disadvantage: How American Universities’ Focus on Independence Undermines the Academic Performance of First-Generation College Students.” Journal of Personality and Social Psychology, vol. 102, no. 6 2012, pp 1178–97.
    [Google Scholar]
  76. Suh Emily K. “Engagement from the Periphery: Reconceptualizing Adult English Language Learners’ Resistance in Developmental Literacy.” Literacy Research: Theory, Method, and Practice, vol. 69, no. 1 2020, pp 154–73.
    [Google Scholar]
  77. Suh Emily K. “Teaching Reading as Raciolinguistic Justice: (Re)centering Reading Strategies for Antiracist Reading.” Teaching English in the Two-Year College, vol. 50, no. 2 2022, pp 116–31.
    [Google Scholar]
  78. Suh Emily K., and Dyer James M.. “(Re)Centering Antiracist Reading in Reading Scholarship: Reading Strategy Applications for Antiracist Reading Praxis.” Journal of College Reading and Learning, vol. 52, no. 4 2022, pp 304–20.
    [Google Scholar]
  79. Sullivan Patrick. Democracy, Social Justice, and the American Community College: A Student-Centered Perspective. Palgrave Macmillan 2021.
    [Google Scholar]
  80. Sullivan Patrick, et al. editors Deep Reading: Teaching Reading in the Writing Classroom. National Council of Teachers of English 2017.
    [Google Scholar]
  81. Tierney Robert J., et al. Reading Strategies and Practices: A Compendium. 4th ed., Allyn & Bacon 1995.
    [Google Scholar]
  82. Trujillo Gloriana, and Tanner Kimberly D.. “Considering the Role of Affect in Learning: Monitoring Students’ Self-Efficacy, Sense of Belonging, and Science Identity.” CBE—Life Sciences Education, vol. 13, no. 1 2014, pp 6–15.
    [Google Scholar]
  83. Vasquez Vivian Maria, et al. “Critical Literacy as a Way of Being and Doing.” Language Arts, vol. 96, no. 5 2019, pp 300–11.
    [Google Scholar]
  84. Whittemore Robin, and Knafl Kathleen. “The Integrative Review: Updated Methodology.” Journal of Advanced Nursing, vol. 52, no. 5 2005, pp 546–53.
    [Google Scholar]
  85. Wiedeman Claudia Ramirez. “Teacher Preparation, Social Justice, Equity: A Review of the Literature.” Equity & Excellence in Education, vol. 35, no. 3 2002, pp 200–11.
    [Google Scholar]
  86. Yosso Tara J. “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Race Ethnicity and Education, vol. 8, no. 1 2005, pp 69–91.
    [Google Scholar]
  87. Zagata Elizabeth, et al. “Using the Features of Written Compositions to Understand Reading Comprehension.” Reading Research Quarterly, vol. 58, no. 4 2023, pp 624–54.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.58680/tetyc2024514309
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error