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It feels like divine intervention that the “Next Steps in Theoretical Approaches to Understanding the Academic Motivation of Racially & Ethnically Diverse Students” symposium immediately precedes my own presentation critiquing reading motivation through CRT #AERA21 @AKoenka 
Q1: What is your one wish for the motivation literature in the next 20-30 years. (Caveat: I think this is too dang slow...just saying...)
A: You gotta get the sample! You can’t combine all the non-white kids and compare them to the white kids!
A: You gotta identify context!
A: You gotta get the sample! You can’t combine all the non-white kids and compare them to the white kids!
A: You gotta identify context!
A: We have to retheorize! Go back to foundational theories and question assumptions that have been there forever.
A: We have to rethink what our constructs mean in historical and sociocultural contexts and what they might mean in and for different populations.
A: We have to rethink what our constructs mean in historical and sociocultural contexts and what they might mean in and for different populations.
A: We aren’t seeing theories through the eyes of students. We need to consider how motivation is perceived by students from different cultural groups. How are students enacting these constructs?
A: When we do find differences in comparative racial research, we have to let it lead to theory refinement and not an assumption of deviance.
A: We need to think about the “how”. There needs to be more nimbleness of integration of other social science theories.
A: We need to think about the “how”. There needs to be more nimbleness of integration of other social science theories.
A: We need to go beyond diversifying samples to prioritize experience and meanings over differences. We have to understand intragroup variation how people within a group make meaning differently.
A: Critical perspectives need to be used more frequently and without being attacked
A: Critical perspectives need to be used more frequently and without being attacked
Q2: Given that theories are often being developed in whiteness (eg white researchers, white samples, etc.), how can we adapt and change the theory including re-examining constructs?
A: Be prepared to talk about theory refinement when you find differences
A: Be prepared to talk about theory refinement when you find differences
A: Be cognizant of the sociopolitical structure and climate. What is the power structure?
A: (As a white male scholar) I think it’s time to step back and listen. Don’t be the one to initiate or take the lead
A: As a white woman scholar) I can collaborate with scholars of color
A: (As a white male scholar) I think it’s time to step back and listen. Don’t be the one to initiate or take the lead
A: As a white woman scholar) I can collaborate with scholars of color
A: The importance of centering students’ voices and privileging methods that allow that (grounded theory, cognitive interviewing).
A: When teaching, we need to include researchers of color in our coursework. We need to train students to draw on those researchers.
A: When teaching, we need to include researchers of color in our coursework. We need to train students to draw on those researchers.
A: Requiring positionality statements for quantitative work like we do for qualitative work.
Q: How do we make sure that heightened focus on under-represented or marginalized groups isn’t burdensome?
A: I think about how to make my research meaningful for students, schools, communities. You have to compensate people for their time. What can you do for them in return?
A: I think about how to make my research meaningful for students, schools, communities. You have to compensate people for their time. What can you do for them in return?
This session was so powerful! It is fundamentally and directly shaping the work that I am doing in reimagining adolescent reading motivation i ways that center the voices and experiences of Black girl readers. Larger conversations are happening...now let’s DO SOMETHING with them!
