RSCH FPX 7868 Assessment 2 Sample FREE DOWNLOAD
RSCH FPX 7868 Assessment 2 Research Theory for Qualitative Studies
Student Name
Capella University
RSCH-FPX7868 – Qualitative Design and Analysis
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Date
Research Theory
Literacy characterizes the social and economic opportunities that people can access in society. The research topic “Investigating Black adult perceptions regarding low literacy: A qualitative study” investigates experiences of Black adults with poor literacy performance to discover barriers while seeking education enhancement methods (Addae, 2021). The research method corresponds to qualitative research by analyzing individual perspectives and social context elements that affect literacy success. The following discussion demonstrates how the research theory supports the current study and the development of the qualitative research foundation.
Key Elements of the Theory
| Concept | Key Elements of the Theory |
|---|---|
| CRT Framework | The fundamental framework of Critical Race Theory (CRT) within qualitative research examines how racial elements with institutional power systems produce social interactions. |
| Systemic Racism | According to CRT, the research mechanism evaluates the systemic integration of racism instead of identifying individual human interactions as racial issues (Lawrence & Hylton, 2022). |
| Educational Inequality | The combination of poverty and racial inequalities prevents people with low reading skills from taking advantage of adult learning programs because of poorly funded educational institutions (Bushnell 2021). |
| Counter-Stories | Counter-stories enable marginalized voices to emerge when stories come directly from affected people (Lawrence & Hylton, 2022). |
| Qualitative Study Example | In a qualitative study by Kinloch et al. (2020), interviews with Black adults about literacy struggles serve as counter-stories that challenge dominant narratives. |
| Intersectionality | Race-based disadvantages escalate through combinations with poverty, disability, and gender experiences as described in the CRT framework of intersectionality (Lawrence & Hylton, 2022). |
| Gender & Literacy Challenges | The low literacy and gender-based obstacles create multiple challenges for a Black woman who encounters both problems (Kinloch et al., 2020). |
| Interest Convergence Theory | Research based on interest convergence theory shows that racial progress only occurs when the dominant groups find value in the theory, which explains why Black communities still face constrained educational reform regarding literacy (Lawrence & Hylton, 2022). |
| Structural Impact on Literacy | The research explores how structural injustices, racial discrimination, and economic limitations affect a person’s literacy experience through CRT analytical methods. |
How Theory Supports the Proposed Research
The CRT enables analysis through its framework to determine the systemic racism and institutional barriers that lead to poor literacy among Black adults. The CRT emphasizes that reading difficulties originate from systemic patterns of discrimination extending from the past into present structures (Lawrence & Hylton, 2022). Black adults experience a lack of access to quality education because the schools lack funding while the curricula show bias and also lack access to adult education programs (Kinloch et al., 2020).
The perspective aligns with the study’s primary purpose, which is to observe and understand the real-life challenges of Black adults regarding their reading abilities. Through counter-storytelling, CRT adds depth to qualitative studies by presenting first-hand stories that resist traditional literacy perspectives (Lawrence & Hylton, 2022). By capturing firsthand accounts, the study demonstrates how low literacy affects people emotionally and socially beyond statistical measurements.
The intersectional approach of CRT shows how literacy obstacles relate to race and social status and additional circumstances so researchers can conduct thorough studies. A key concept of CRT is interest convergence which suggests that social policies only advance when they align with the interests of dominant groups (Lawrence and Hylton, 2022).
The convergence concept helps explain why literacy programs focus on workforce training but avoid solving fundamental education system barriers. Applying CRT to the study unveils power imbalances that determine literacy access and will lead to culturally appropriate solutions (Lawrence & Hylton, 2022). The CRT analysis sheds valuable light on how racial inequalities influence literacy encounters, so the proposed study delivers strong evidence supporting equal educational reforms.
Practical Implications of the Research Outcomes
The research study reveals critical practical solutions for Black adults with low literacy by identifying the challenges encountered and identifying successful improvement methods. The research relies on undisputed personal experiences to guide the development of literacy programs that suit the specific educational requirements of Black adults (Denny, 2023). The findings will help adult education centers choose curricula by adding practical information such as financial distinction training and employment preparedness techniques (English, 2024).
Community organizations can establish mentorship schemes through which literate members help adults overcome literacy difficulties (Elias et al. 2021). The research data will provide necessary direction to policymakers regarding the enhancement of funding for literacy outreach services specifically for Black communities (Kinloch et al., 2020). The study presents actionable steps that nonprofit organizations can use to lobby for regulatory changes that resolve institutional barriers.
Implications for Educators, Policymakers, and the Wider Community
The proposed research includes stakeholders such as school staff members and literacy specialists, policymakers, employers, healthcare professionals, and the wider community. School staff members and literacy specialists gain important teaching recommendations from the research to design effective learning methods that embrace all students. Policymakers can use the research to support budget increases that fund reading and writing education programs for Black populations (Singh et al., 2022). Workplace literacy programs founded by employers enhance employee performance and economic stability while supporting workers lacking reading and writing abilities (Lestari et al., 2024).
The research also raises awareness among healthcare professionals, who can simplify patient education materials to accommodate individuals with low literacy (Kinloch et al., 2020). The proposed study increases social knowledge among the wider community by highlighting workplaces and public institutions that require minority-sensitive reader-friendly settings, like free reading training for adults at public libraries. Through the approach to literacy, the proposed study works toward permanent positive effects on Black adult communities.
Contributions to the Qualitative Research Knowledge Base
The proposed study contributes to the qualitative research knowledge base by offering in-depth insights into the lived experiences of Black adults with low literacy, an underexplored area. Unlike quantitative studies focusing on literacy rates, the research captures personal narratives, shedding light on emotional, social, and economic impacts. For example, counter-storytelling within CRT allows participants to share how systemic barriers, such as underfunded schools and limited adult education programs, affect literacy journeys (Lawrence & Hylton, 2022).
The proposed study extends qualitative research by incorporating intersectionality and examining how race, poverty, and gender influence literacy challenges. The proposed study identifies hidden institutional biases in literacy policies, informing more equitable education reforms. The proposed study highlights adaptive strategies often overlooked in previous research by exploring coping mechanisms, such as reliance on family networks or community programs. The study fills knowledge gaps and guides future literacy interventions, ensuring inclusivity and effectiveness in addressing Black adult literacy challenges.
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References For RSCH FPX 7868 Assessment 2
Addae, D. (2021). Adults who learn: Evaluating the social impact of an adult literacy project in rural South Africa. Social Sciences & Humanities Open, 3(1), 3–7. https://doi.org/10.1016/j.ssaho.2021.100115
Bushnell, L. (2021). Educational disparities among racial and ethnic minority youth in the United States. Ballard Brief. https://ballardbrief.byu.edu/issue-briefs/educational-disparities-among-racial-and-ethnic-minority-youth-in-the-united-states
Denny, V. H. (2023). Access to literacy programs: Perspectives of African American Adults. Theory into Practice, 31(4), 337–341. https://doi.org/10.2307/1476316
Elias, T. I., Thompson, J. R., Boak, B., & Cannon, J. (2021). developing community-based mentorship: Supporting health science training in historically marginalized communities. Health Promotion Practice, 14(2), 3–7. https://doi.org/10.1177/15248399211007816
English, L. M. (2024). Financial literacy: A critical adult education appraisal. New Directions for Adult and Continuing Education, 14(11), 47–55. https://doi.org/10.1002/ace.20084
Kinloch, V., Penn, C., & Burkhard, T. (2020). Black lives matter: Storying, identities, and counternarratives. Journal of Literacy Research, 52(4), 382–405. https://doi.org/10.1177/1086296×20966372
Lawrence, S., & Hylton, K. (2022). Critical race theory, methodology, and semiotics: The analytical utility of a “race” conscious approach for visual qualitative research. Cultural Studies; Critical Methodologies, 22(3), 1–3. https://doi.org/10.1177/15327086221081829
Lestari, S. D., Muhdaliha, E., Firdaus, P. M., Suhendra, E. S., & Brabo, N. A. (2024). Financial literacy at work: Enhancing organizational performance through employee training investments. Atestasi: Jurnal Ilmiah Akuntansi, 7(2), 721–741. https://doi.org/10.57178/atestasi.v7i2.865
Singh, H., Fulton, J., Mirzazada, S., Saragosa, M., Uleryk, E. M., & Nelson, M. L. A. (2022). Community-based culturally tailored education programs for black communities: Systematic review findings. Journal of Racial and Ethnic Health Disparities, 10(6), 8–12. https://doi.org/10.1007/s40615-022-01474-5
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Answer 2: RSCH FPX 7868 Assessment 2 focuses on applying Critical Race Theory in qualitative research.
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