Amber Reeves


Presentation: 11:40 a.m.-12:00 p.m., Roesch Library Collab Space



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This session will present a completed case study of one school’s struggles to address limited access using digital outreach to families. This qualitative, action research, case study is designed to explore and understand barriers to inclusion, offering research findings help to address that problem of practice. Findings in this study highlight the implications of antiquated organizational structures and policies interfacing with new social realities, resulting in unintentionally exclusionary practices. In the interest of fulfilling adult education’s social justice goals, Critical Race Theory provides a lens to interpret these findings for greater inclusivity. The lessons learned from this study can assist educators in helping organizations improve access to their services, while examining intersections of power and privilege through structural practices. Adult educators and family literacy practitioners confront similar challenges as digital communication and education are a gateway to access social capital leverage and will benefit from this investigation and subsequent work for greater inclusivity.

Publication Date


Project Designation

Graduate Research

Primary Advisor

Davin Carr-Chellman

Primary Advisor's Department

Educational Administration


Stander Symposium, School of Education and Health Sciences

Institutional Learning Goals

Critical Evaluation of Our Times; Community; Diversity

Technological Literacy, Underserved Families, and School Choice: A Critical Race Theory Analysis