Representations of the Racialized Experiences of African Americans in Developmental Reading Textbooks

Abstract

Race plays a major role in the lived experiences of African Americans. Consequently, race significantly impacts the identities and educational experiences of African American college students—many of whom require developmental reading courses. These courses, which are gateway courses in higher education, should address race along with reading skill development to increase engagement and success among African American students. This study investigates developmental reading curriculum, as exemplified by developmental reading textbooks, to determine how African Americans and their experiences related to race are represented and framed. Using Critical Race Theory as the theoretical framework, I conducted a qualitative content analysis of reading selections in a sample of five of the most recently published, top-selling developmental reading textbooks. Along with the findings of this study, the implications for developmental reading pedagogy and African American student engagement and success are discussed.