Document Type
Dissertation
Publication Date
Summer 2025
Abstract
Advanced K-12 world language (WL) courses (level three and beyond) suffer from significant underrepresentation of Black students, subsequently impacting Black students’ college and employment opportunities. This study employs a critical constructivist grounded theory framework to analyze quantitative surveys and retrospective qualitative interviews with Black college-aged individuals. The goal of this study is to center the voices of Black students and reveal how they describe their world language courses, how they perceive the impact of those courses, and what factors influence their decision on whether to continue to advanced-level world language study. Survey data found that Black students express limited feelings of connectedness to WL coursework, and that school and family encouragement correlated with positive student beliefs about WL study. Qualitative analysis of interviews highlighted the significance of access to advanced WL course offerings, as well as the importance of engaging teaching practices and building strong teacher-student relationships. Participants expressed a variety of interests in learning world language for personal and professional goals, but did not perceive their WL courses as able to meet those goals. Further, their WL courses lacked meaningful, contextualized content that connected their Black identity, language, and heritage to that of native speakers, and they wished for WL curricula that honored Black history and excellence. Participants stressed the importance and impact of teachers who make an effort to understand and design learning around students' contemporary sociocultural and economic contexts. The results of this study suggest that increased Black student representation and success in advanced WL requires not only increased access to high-quality programs but also intentional efforts to create inclusive, culturally relevant learning environments that address systemic inequities, validate Black identities, and affirm Black excellence.
Recommended Citation
Golden, Megan E., "Underrepresentation of Black Students in Advanced World Language Study" (2025). Curriculum and Instruction (Ed.D.) Dissertations. 10.
https://kb.gcsu.edu/curriculumedd/10