Open AccessDo I really have to Teach them to Read and Write? Education Equity Mindset and Teaching Literacy across the College Curriculum
Author(s) -
Louis S. Nadelson,
Amy Baldwin,
Amanda Martin,
Ron Novy,
Keith Pachlhofer,
Kevin Powell,
Erin Shaw,
Amy Thompson,
Jeff Whittingham
Publication year - 2021
Publication title -
higher education studies
Language(s) - English
Resource type - Journals
eISSN - 1925-475X
pISSN - 1925-4741
DOI - 10.5539/hes.v12n1p26
Subject(s) - mindset , literacy , curriculum , equity (law) , psychology , pedagogy , reading (process) , mathematics education , faculty development , medical education , professional development , political science , computer science , medicine , artificial intelligence , law
Reading and writing are fundamental skills students need to succeed in college, making literacy development an issue of education equity. The literacy skills can be content-specific, indicating faculty members across disciplines need to support student development of appropriate literacy skills. The extent to which faculty members support student literacy development is likely associated with their literacy-focused education equity mindset. The goal of our research was to document the mindset of faculty members across multiple disciplines. We gathered a combination of quantitative and qualitative data from 345 college faculty members using a survey. We found variations in the mindset strength between disciplines by the number of students taught, gender, and age. Overall, the faculty members held a moderate literacy-focused education equity mindset. The findings have implications for student inclusion, retention, and completion.