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Title
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Equity in Action: Examining Educational Debt and Institutional Practices Affecting Access to Rigorous Coursework
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Creator
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Marcus D. Williams
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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action_research_project
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Date
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6/11/2026
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Abstract
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This action research project examined how educational debt, institutional practices, instructional supports, and academic self-concept influence equitable access to rigorous coursework for secondary students. Grounded in Gloria Ladson-Billings’ concept of educational debt and Paulo Freire’s critique of the banking model of education, the study explored how opportunity gaps are produced through systemic inequities and instructional practices that position students as passive recipients rather than active participants in learning. Data were collected through classroom observations, student work samples, student surveys, exit tickets, formative assessments, reflection journals, and educator interviews.
Analysis revealed three key findings. First, students entered rigorous learning experiences with unequal levels of preparation due to differences in prior access to academic opportunities and academic discourse. Second, intentional instructional supports, including sentence frames, structured discussion, vocabulary scaffolds, and guided reasoning tasks, increased student engagement, participation, and academic confidence while maintaining rigor. Third, students’ academic self-concept significantly influenced their willingness to engage in challenging tasks and consider advanced coursework.
Findings suggest that equitable access requires more than open enrollment in advanced courses. Schools must address educational debt by implementing instructional practices that promote student voice, dialogue, and meaningful participation while providing the supports necessary for all students to access and succeed in rigorous learning environments.
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Keywords
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Educational Debt
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Academic Identity
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Equity-Centered Instruction
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Committee Member
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Marcus Wenzel
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Julia De Santis
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Rights
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Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Language
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eng
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Type
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text
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Image;StillImage
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data
