Document Type



For decades, scholars and educators have been looking at ways to make the U.S. classroom an equitable learning environment. Racism is one of the many deficits in society that make education, and the world at large, inequitable. The racism we often think about is overt. Yet racism functions systemically and manipulates institutions like education in more covert ways. Because people do not imagine the same level of overt racism in education, they often think it is not there anymore. This paper aims to outline the problem of systemic racism and how it affects assessment practices in the ELA classroom. Further, I will identify ways to implement anti-racist pedagogy into the current literacy practices in the ELA classroom, in conjunction with the standards and frameworks that govern them in the Commonwealth of Massachusetts.



Thesis Comittee

Dr. Lee Torda, Thesis Advisor
Dr. Ann Brunjes, Committee Member
Dr. John Kucich, Committee Member