Holly Hungerford-Kresser, Ph.D.
http://hdl.handle.net/10106/11279
2024-03-28T21:42:49Z"We Gotta Change First" : Racial Literacy in a High School English Classroom
http://hdl.handle.net/10106/25226
"We Gotta Change First" : Racial Literacy in a High School English Classroom
Hungerford-Kresser, Holly
Students need more opportunities to learn how to respond to and counter forms of everyday racism. This qualitative study addresses that need by investigating how one peer-led group engaged in dialogue about issues of race in regards to an eleventh-grade Language Arts assignment. A racial literacy perspective framed our analysis of three small group conversations. Findings suggest that dialogue in the small group fostered opportunities for students to engage in the following elements of racial literacy: a) hear and appreciate diverse and unfamiliar experiences; b) facilitate problem-solving with the community; and c) create opportunities to talk about race.
2014-01-01T00:00:00ZPortraits of Practice: A Cross-Case Analysis of Two First-Grade Teachers and Their Grouping Practices
http://hdl.handle.net/10106/11763
Portraits of Practice: A Cross-Case Analysis of Two First-Grade Teachers and Their Grouping Practices
Maloch, Beth; Worthy, Jo; Hampton, Angela; Jordan, Michelle; Hungerford-Kresser, Holly; Semingson, Peggy
his interpretive study provides a cross-case analysis of the literacy instruction of two first-grade teachers, with a particular focus on their grouping practices. One key finding was the way in which these teachers drew upon a district-advocated approach for instruction—an approach to guided reading articulated by Fountas and Pinnell (1996) in which students are instructed in small groups based on reading level—as a resource for their sense-making. Analysis indicated that the two teachers enacted the practice in distinct ways based on their experiences and personal characteristics. Findings further suggested that, reminiscent of research on ability groups conducted mainly in the 1970s and 1980s, instruction and materials in both classrooms were qualitatively different between lower groups and higher groups. Although we do not implicate the practice of guided reading per se, we call for closer examinations of modern manifestations of ability-grouped practices and explorations of alternatives to such practices.
2013-02-01T00:00:00ZNavigating Early College: Literacy Experiences and Identity Negotiations of Latina/o Students
http://hdl.handle.net/10106/11680
Navigating Early College: Literacy Experiences and Identity Negotiations of Latina/o Students
Hungerford-Kresser, Holly
This research provides insight into the adjustments of urban-schooled Latina/o students as they
enter higher education. This year-and-a-half-long qualitative case study focuses on connections
between identity negotiations and the academic literacies of five Latina/o college students at a
predominately White university. Specifically, I draw on sociocultural definitions of literacy along with
literature that focuses on “identity as position” as a means of discussing the ways in which Latina/os
are positioned by the discourses embedded in the academic literacies of the university. In seeming
contradiction, the students in this study adopted critical perspectives as well as deficit perspectives as
they navigated a variety of academic literacies, which, in turn, led to a variety of positionings. These
perspectives, positionings, and subsequent identity negotiations provide the basis for implications in
secondary and postsecondary education, as well as in literacy research, meant to assist Latina/os in
their adjustment to higher education.
2010-01-01T00:00:00ZUrban-schooled Latina/os, Academic Literacies and Identities: (Re)Conceptualizing College Readiness
http://hdl.handle.net/10106/11326
Urban-schooled Latina/os, Academic Literacies and Identities: (Re)Conceptualizing College Readiness
Hungerford-Kresser, Holly; Amaro-Jiménez, Carla
This qualitative case study focuses on the early college experiences of five Latina/o urban-schooled students who graduated
in the top 10% of their high school class, guaranteeing them admission into a prestigious four year state university. Although
all participated in transition initiatives, and initially felt equipped to participate in university academics, they experienced both
common and unique challenges that caused them to negotiate their student identities. By focusing on connections between
identities and academic literacies, we argue for a need to (re)conceptualize college readiness in light of the identity
negotiations (or processes) inherent in students’ experiences in the cultural world of the university.
2012-01-01T00:00:00Z