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Article
Publication date: 10 September 2021

Alyssa J. Whitford

This study aims to investigate elementary students’ perceptions about women’s roles throughout US history, and the extent to which these perceptions can be challenged or expanded…

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Abstract

Purpose

This study aims to investigate elementary students’ perceptions about women’s roles throughout US history, and the extent to which these perceptions can be challenged or expanded by interactive read-alouds.

Design/methodology/approach

Third-grade students participated in interviews designed to investigate their thoughts about women’s historical roles before and after engaging in a series of interactive read-alouds featuring notable women in history. Pre- and post-interviews were analyzed to assess shifts in perception.

Findings

The research findings suggest that students initially perceived historical women as insignificant and held stereotypical views about their roles and that this perception was challenged following the interactive read-alouds. Changes were indicated through increased references to women during interviews and through answers that challenged stereotypical views.

Originality/value

This study adds insight about students’ perceptions regarding women’s history and supports the use of interactive read-alouds to challenge stereotypical views of women’s historical roles.

Details

Social Studies Research and Practice, vol. 16 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Available. Open Access. Open Access
Article
Publication date: 28 October 2022

Una T. Daly, James Glapa-Grossklag, Alyssa Nguyen and Ireri Valenzuela

The Open for Antiracism program supports faculty to change their teaching practices to be antiracist through the affordances of open educational resources (OER) and open pedagogy…

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Abstract

Purpose

The Open for Antiracism program supports faculty to change their teaching practices to be antiracist through the affordances of open educational resources (OER) and open pedagogy. This study aims to raise questions about how professional development impacts student outcomes, and how faculty perceive the utility of OER and open pedagogy to support antiracist teaching and learning.

Design/methodology/approach

An evaluation plan examined how faculty participants perceived the effectiveness of OER and open pedagogy to make their classes antiracist. Students compared their experiences in treated classes with those in other classes. Participating faculty completed pre- and post-surveys and a subset sat for interviews.

Findings

Faculty participants felt prepared to implement antiracist practices using OER and open pedagogy. Eighty-seven percent reported they were highly likely to recommend the program and 80% plan to continue using open pedagogy. Eighty percent of students reported they were more active or engaged than in other classes and that they examined biases of the discipline.

Originality/value

This study raises the question of how antiracist teaching approaches impact student outcomes over a longer term. Further, how can changes to teaching strategies impact institutions? Do teams of instructors offer support in ways that lead to a greater voice within an institution?

Details

Journal for Multicultural Education, vol. 16 no. 5
Type: Research Article
ISSN: 2053-535X

Keywords

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