The Challenges of Supporting Equity Literacy Skill Development in White Teacher Candidates: A Self-Study of Two White Field Instructors

Soslau, Elizabeth; Bell, Nicholas

doi:10.1080/17425964.2018.1434768

Cited by 10 publications

(6 citation statements)

References 43 publications

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“…Researchers have leveraged equity literacy to guide school leaders (Green & Rodgers, 2017), White preservice teachers and teacher educators (Soslau & Bell, 2018), and teacher professional development (Gorski, 2016b) to confront and address inequality in education. Green expanded the concept of equity literacy into community advocacy work, combined with racial literacy (see Croom, 2020; Green, 2017) as a flexible heuristic for confronting inequity in school/community partnerships (Green, 2017, 2018).…”

Section: Equity Literacymentioning

confidence: 99%

A Year of Equity literacy: community actions and invitations

Wessel‐Powell

Panos

Weir³

2021

Literacy

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School inequity is a persistent and 'wicked' problem communities have a responsibility to solve. Here, we argue that critical literacy advocacy within community-based settings provides an unprecedented opportunity to examine and disrupt school inequity and promote sustainable actions towards justice-based solutions. This article connects critical literacy and equity literacy theoretical frameworks to describe a series of invitations and actions that focused on addressing school inequity in one town. Here, authors offer lessons learned from a community-led school equity literacy campaign where researchers and participants collectively organised and reflected on a public event series entitled 'Year of Equity' (YoE). Three key YoE processes are described: facilitating book clubs, facilitating a community conversation event and forming action committees. These processes relied on critical equity literacies through the promotion of new relationships and shared experiences centring on engagement with a variety of texts, through a focus on incremental change over time.

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Section: Equity Literacymentioning

confidence: 99%

A Year of Equity literacy: community actions and invitations

Wessel‐Powell

Panos

Weir³

2021

Literacy

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“…The Student Teaching Equity Project was initially conceptualized after we conducted a collaborative self-study exploring our own teaching failures and challenges when attempting to support the development of our candidates' equitable teaching practices (Soslau & Bell, 2018). Our previous work indicated that we needed to create a context for candidates to discuss, debate, and explore issues of raceand equity-related topics.…”

Section: Student Teaching Equity Projectmentioning

confidence: 99%

“…The classroom-based scenarios, four total, included the use of a racial slur, inappropriately planning for students with learning difficulties, use of culturally inaccurate and racist instructional materials, and an incorrect interpretation and portrayal of historical events involving race. The scenarios were published elsewhere as part of a self-study (Soslau & Bell, 2018). The scale ranged from 1 to 7 with a possible raw score range of 12 to 84 points and included open-ended questions to provide a contextual check of participants' rating for each scenario (Creswell & Creswell, 2018).…”

Section: Equity Scenario Response Survey (Esrs)mentioning

confidence: 99%

“…The purpose of this article is to share the results of an equity-focused intervention aimed at changing and developing teacher candidates' equity knowledge, skills, and beliefs during student teaching. We, field instructors (universitybased student teaching supervisors), designed an equityfocused intervention to help candidates understand and address inequities in their classrooms (Soslau & Bell, 2018).…”

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confidence: 99%

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The Student Teaching Equity Project: Exploring Teacher Candidates’ Knowledge, Skills, and Beliefs

Bell

Soslau

Wilson

2021

Journal of Teacher Education

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A quasi-experimental mixed-methods study was conducted to evaluate the effectiveness of an equity intervention on teacher candidates’ abilities to articulate equity-based beliefs, and demonstrate and apply equity-based skills and knowledge. Three pre/post instruments were utilized. Treatment participants ( N = 35) were exposed to curricular modifications made to the traditional curriculum, including a workshop, panel event, online learning modules, and reflective postconferences. Quantitative findings showed a statistically significant treatment effect for treatment participants compared with candidates in the control group ( N = 83). Qualitative analyses showed that treatment participants articulated more equity-based language when describing their beliefs and intentions for their future classroom communities. Implications for practice and research are provided.

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“…The ESRS (see Appendix A) is comprised of four inequitable scenarios that were captured from the field, prior to this study, during the student teaching experiences of candidates who had not received adequate preparation of their equity knowledge and skills. Scenarios consisted of (a) a racial stereotype made by a student during an instructional lesson; (b) candidates' reliance on the segregation of students in special education via a pull-out education setting; (c) candidates' incorporation of a Eurocentric, racist text as a way to incorporate Black culture; and (d) a teacher presenting a meritocratic message, purporting the exclusion of racism from a text about a Black athlete confronted with racism and discrimination (Soslau & Bell, 2018). These scenarios exemplified prominent issues related to race and special education that we were noticing in the field with our candidates.…”

Section: Development Of the Equity Scenario Response Surveymentioning

confidence: 99%

Equity Scenario Response Survey: Understanding Teacher Candidates’ Preparation of Their Sociopolitical Identity

Bell

Codding

2021

Urban Education

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Teacher educators have a limited amount of time to prepare candidates for becoming political change agents. Therefore, we have to understand the efficacy of preparation efforts. As a result, we developed the Equity Scenario Response Survey to understand our candidates’ preparation of their sociopolitical identity, defined by equity knowledge and skills. Findings from quantitative analyses revealed a reliable and valid scale, while qualitative analyses provided rich information about candidates’ understanding and application of skills. Overall, the utilization of quantitative and qualitative methods allowed researchers to understand from a critical race perspective, the preparedness of candidates’ sociopolitical identity to confront inequities.

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The Challenges of Supporting Equity Literacy Skill Development in White Teacher Candidates: A Self-Study of Two White Field Instructors

Cited by 10 publications

References 43 publications

A Year of Equity literacy: community actions and invitations

A Year of Equity literacy: community actions and invitations

The Student Teaching Equity Project: Exploring Teacher Candidates’ Knowledge, Skills, and Beliefs

Equity Scenario Response Survey: Understanding Teacher Candidates’ Preparation of Their Sociopolitical Identity

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