How Teachers Do and Don’t Address Issues of Diversity in Literacy Instruction

Abstract Discussions regarding how to embed culturally relevant and responsive literacy learning towards more socially just and equitable classrooms have prompted the need for additional research. This sequential exploratory mixed-methods study explores (a) 288 literacy teachers’ perceptions of their abilities to address issues of bias, equity, and diversity in their classrooms, (b) literacy teacher beliefs on their practices and material resources reflecting intentionality towards diversity and equity, and (c) 12 literacy coaches’ reflections and reactions to teacher perspectives concerning their ability to address issues of diversity in their classrooms. Findings reflect strong correlations between those who can identify bias and bring issues of diversity into their instruction; number of years of teaching experience as well as advanced degrees to diversity being recognized as an asset to educational systems; how effective communication fosters pluralistic classroom spaces; and the need for ongoing professional development for all teachers.