Abstract
While little is known of the perceptions held by members of the general public toward persons of low literacy background, this research study worked to inform a subset of those perceptions as held by developing teacher candidates. Additionally, this study sought to more concretely frame contributing and non-contributing factors which this same population believed influenced occurrences of low literacy. Anchored in the concept of intersectionality (Crenshaw, 1989), this study collected and analyzed 56 survey responses which yielded informative themes that further defined low literacy as an obstacle, outcome, level of performance, or degree of achievement. 
 Teacher candidates further demonstrated an understanding that conditions of low literacy were often situationally-defined as those persons were commonly disadvantaged in some way. Candidates’ responses further purported their action plan in confronting low literacy in their classroom was founded upon these verbs: act, invest, connect, and equalize. Though this study alone is not comprehensive or absolute in its findings, it does help to inform a step of the journey that will lead to a more accurate understanding of the perceptions held of low literacy and its many, influential tentacles.
Highlights
This study was based on and informed by Crenshaw?s (1989) theoretical construct of intersectionality. Crenshaw, (1989) defines intersectionality as a unit of beliefs that describes the way individuals see the world. Crenshaw (1989) posited that overlapping and interconnected aspects of a person?s identity should be considered when seeking to understand their perceptions, experiences, and beliefs
Scholastic research to date has found the direct correlation between intersectional theory and classroom methods to be limited but evolving (Grant & Zwier, 2017), a promising conclusion that indicates a more in-depth reach is needed to effectively address gaps
Their findings confirmed that attending to students? intersectional identities is vital with regard to literacy development
Summary
While a great deal of research is available to inform the definition of low literacy, its impact on local, state, national, and global levels, as well as commonalities that exist among those comprising this population, little is publicized about the perceptions held of this population by members of the general public. Despite this identified gap in literature, one set of themes remain: individuals of low literacy are often a marginalized population, susceptible to socioeconomic vulnerability, and disadvantaged in matters of assimilation within many social constructs (Flynn et al, 2011; Martinez & Fernandez, 2010). The findings from this research study will be utilized to better understand future teachers?action plans for confronting low literacy
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