Graduation Term

Spring 2026

Degree Name

Doctor of Education (EdD)

Department

School of Teaching and Learning

Committee Chair

Anna Smith

Committee Member

Kristina Falbe

Committee Member

Erin Mikulec

Abstract

Classroom texts not only function as tools through which teachers can build curricula, but they can also engage and empower learners. Despite the importance of engaging texts in the classroom, teachers encounter obstacles, both social and institutional, that impede their ability to select the texts they believe will best foster student engagement and empowerment. The purpose of this qualitative study was to investigate how teachers make text selections, as well as the nature of the obstacles that stand in the way of teachers who hope to inspire and engage their students through lessons built around texts of their choosing. The following research questions guided this study: How do grades 6-12 ELA teachers select texts that foster student engagement and empowerment? What kinds of social and institutional obstacles impact these teachers as they select texts? How do teachers navigate social and institutional obstacles when selecting classroom texts? To address these questions, I gathered teachers’ stories of text selection and the obstacles they face and navigate. I employed purposive sampling of middle, junior high, and high school English language Arts teachers who self-identified as those who intentionally select texts to foster engagement and empowerment among students. Their stories were gathered using semi-structured interviews and participant-constructed journals. These were inductively analyzed using open, axial, and selective coding procedures. Findings indicated that teachers considered the literary themes present in texts, their students’ experiences, and their own preferences while selecting classroom texts. Regarding social obstacles to text selection, teachers encountered difficulty while selecting texts due to the possibility of perceived inappropriateness—a definition that shifted depending on the stakeholder. Teachers noted that trying to anticipate the conservative views of appropriateness held by community stakeholders amplified the obstacle. In addition, teachers faced institutional obstacles in the form of striving for exemplary teacher evaluations, pursuing the promise of tenure, and facing pressure from administrators to prepare students for standardized assessments. While navigating these obstacles, many teachers experienced feelings of frustration and hesitancy, which further complicated their ability to make curricular choices regarding texts. All teachers in the study sought to mitigate potential conflict by avoiding or excluding texts that could be deemed inappropriate by others in the school community. Others, however, intentionally self-censored texts based upon their own biases. The findings of this study highlight a persistent tension between teachers’ intentions to foster engagement and empowerment and the external constraints that they encounter. This pressure leads to a limited opportunities for students to encounter diverse perspectives through meaningful texts. The study highlights the need for policy and administrative practices that support teacher agency, inspire the inclusion of texts representing the identities and experiences of students, and streamline the approval of text selection processes. Professional development should address teacher bias and educate teachers on the benefits of inclusive, student-centered curricula.

Access Type

Dissertation-Open Access

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