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1. RSCH FPX 7868 Assessment 2: Research Theory for Qualitative Studies

Capella University
RSCH-FPX7868 – Qualitative Design and Analysis
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RSCH FPX 7868 Assessment 2

2. Research Theory
Literacy enables individuals to access financial and social opportunities within society. Black
men and women with low literacy experience barriers that impact their social mobility,
educational advancement, and overall well-being. The guiding research question for this study
is: “How do Black adults perceive the challenges of low literacy, and what strategies can support
their literacy development?” (Addae, 2021).
The study is grounded in Critical Race Theory (CRT), which provides a lens to analyze the social
determinants of literacy, structural inequalities, and racialized educational barriers. CRT helps
frame the qualitative foundation of this research by centering lived experiences, systemic
inequities, and counter-narratives that challenge dominant discourses in literacy education.
Key Elements of the Theory
Critical Race Theory (CRT) in qualitative research emphasizes the influence of race, institutional
practices, and power dynamics in shaping educational outcomes (Lawrence & Hylton, 2022).
CRT challenges the notion that racial interactions are isolated events, instead recognizing them
as embedded within historical and institutional systems.


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3. Key elements relevant to this study include:
• Counter-narratives: Voices of marginalized groups challenge dominant literacy
discourses by revealing how systemic barriers limit literacy access (Kinloch et al., 2020).
• Intersectionality: CRT emphasizes the combined effects of race, gender, poverty, and
disability on literacy development (Lawrence & Hylton, 2022). For example, Black
women often face compounded challenges due to both gender and literacy inequities.
• Interest Convergence: Social reforms for Black communities often advance only when
they align with the interests of dominant groups (Lawrence & Hylton, 2022). This
concept underscores why literacy reforms frequently stall unless tied to workforce or
economic development priorities.
These elements guide the study by illuminating how race and systemic inequalities intersect
with literacy challenges among Black adults.
How Theory Supports the Proposed Research
CRT provides a conceptual framework for analyzing literacy inequities as products of systemic
racism, not individual failure. It supports this research in several ways:
• Addressing structural inequities: By examining racism, poverty, and underfunded
schools, CRT highlights the institutional causes of low literacy among Black adults
(Bushnell, 2021).
• Validating lived experiences: Counter-storytelling elevates participant voices, offering
first-person accounts that resist deficit-based perspectives (Lawrence & Hylton, 2022).
• Highlighting intersectional barriers: The framework accounts for overlapping factors—
such as gender, economic status, and disability—that influence literacy struggles
(Kinloch et al., 2020).

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4. Practical Implications of the Research Outcomes
The findings of this research will carry significant implications for addressing literacy inequities
among Black adults:
• For learners: Findings can inform the development of literacy programs that incorporate
experiential learning, financial education, and workforce preparedness (English, 2024).
• For communities: Mentorship programs can be established where literate community
members guide adults in their literacy journeys (Elias et al., 2021).
• For policymakers: Results will provide evidence to advocate for increased funding,
culturally responsive curricula, and equitable literacy initiatives (Kinloch et al., 2020).
• For nonprofits and educators: Practical strategies can be implemented to dismantle
institutional barriers and design inclusive, learner-centered interventions (Denny, 2023).
Ultimately, the study seeks to strengthen literacy outcomes by bridging systemic gaps with
community-driven, culturally relevant solutions.





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5. Implications for Educators, Policymakers, and the Wider Community
• Educators and literacy professionals can leverage the research to design innovative
instructional approaches that respond to the diverse needs of Black adult learners.
• Policymakers may utilize the findings to justify targeted funding and reforms that
enhance literacy accessibility in marginalized communities (Singh et al., 2022).
• Employers can benefit from literacy training that improves workplace productivity,
communication, and employee well-being (Lestari et al., 2024).
• Healthcare professionals will gain insights into tailoring communication for patients with
low literacy levels, ensuring equitable access to care (Kinloch et al., 2020).
• Community members may be inspired to create literacy-friendly public spaces, such as
free programs in libraries, to support long-term outcomes.
This broad impact reinforces the importance of systemic collaboration in dismantling literacy
barriers.

Contributions to the Qualitative Research Knowledge Base
This study contributes to qualitative inquiry by capturing the rich, lived experiences of Black
adults navigating low literacy—an under-researched area. Unlike quantitative approaches that
focus on literacy rates, this study emphasizes personal stories and emotional, social, and
economic realities.
Through counter-narratives, the study highlights how underfunded schools, limited adult
literacy programs, and systemic racism perpetuate inequities (Lawrence & Hylton, 2022). By
applying CRT and intersectionality, the study uncovers hidden institutional biases and elevates
adaptive coping strategies often overlooked in literacy scholarship.
Ultimately, the study advances the qualitative research knowledge base by offering actionable
insights for equitable literacy reform and culturally responsive educational practice.

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6. References
Addae, D. (2021). [DOI link] https://doi.org/10.1002/ace.20084
Bushnell, P. (2021). [DOI link] https://doi.org/10.1177/1086296×20966372
Denny, H. (2023). [DOI link] https://doi.org/10.1177/15327086221081829
Elias, M., et al. (2021). [DOI link] https://doi.org/10.57178/atestasi.v7i2.865
English, L. (2024). [DOI link] https://doi.org/10.1007/s40615-022-01474-5
Kinloch, V., et al. (2020). [As cited in text]
Lawrence, S., & Hylton, K. (2022). [As cited in text]
Lestari, I., et al. (2024). [As cited in text]
Singh, A., et al. (2022). [As cited in text]














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