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Meet Darlshawn Patterson, a Ph.D. student in the Literacy Studies program and a Graduate Student Success fellow at the »Æ¹ÏÊÓƵ. Patterson is passionate about literacy and the influence of policy on literacy experiences and outcomes. Her research focuses on understanding how education policies shape the student learning journey.

Outside the classroom, Patterson loves to travel and spend time with friends and family. She enjoys being active and getting out in the Florida sunshine, whether she's dancing, running, or skating.

Patterson began her career as an elementary teacher in Orange County, Florida, while simultaneously pursuing a master's degree in reading education at the University of Central Florida. After completing her master’s degree, she taught abroad in Spain and previously spent time teaching in Thailand. Upon returning to Florida, Patterson moved back to her hometown of St. Petersburg to work as a middle school reading teacher and literacy coach.

"During my years as a middle school reading teacher and literacy coach, when I taught students labeled as struggling readers, I saw firsthand how students were grouped based on a test score that may not have reflected their true abilities or skills," Patterson said. "Year after year, the purpose was for the students to take my class and then eventually test out, but the following year, you see the same students struggling with a test and being confined based on that score that seemingly defined who they were."

"Behind every number, there is a student with a name, story, and untapped potential," said Patterson.
 
This experience sparked Patterson's interest in the socio-political aspects of literacy and how literacy policies shape students' learning experiences and possibly limit their opportunities as readers and thinkers.


"Policy seems like such an abstract thing to focus on," said Patterson. "But I believe they have real consequences for students."

For her dissertation, Patterson plans to examine policies and critically analyze the discourse around phonics — a method of teaching reading by learning the characteristic sounds of letters or groups of letters. She will investigate the evidence supporting these policies and explore how underlying ideologies, values, and media discourse influence policy decisions.

"I hope my work moves beyond improving test scores, ensuring that every student has access to learning experiences that affirm their identities and expand their possibilities," said Patterson. "I hope my research is impactful in my community in the support it offers different scholars and educators."

Patterson's hard work and dedication extend well beyond her research interests. In December 2024, she assumed a leadership role in the Doctoral Students Innovative Community Group (DSICG) as chair at the Literacy Research Association (LRA) after serving as co-chair for two years.

Patterson is also a member of the American Educational Research Association's Division G's Social Contexts of Education Graduate Student Executive Committee. Together with her team, she has planned an upcoming event for the American Educational Research Association (AERA) 2025 Annual Meeting.

Her dedication to supporting teachers was highlighted in Education Week's "Embracing Subtraction," where her insights have proven invaluable to many educators. Her commitment to literacy education extends beyond the classroom, as she has presented at national conferences such as the American Educational Research Association and the Literacy Research Association this past year. This achievement is particularly remarkable for a doctoral student in her third year of the Ph.D. program.

Despite her impressive accomplishments, Patterson is most proud of the community she has been a part of at the USF College of Education.

"I think ultimately, beyond the research, change happens in how we support one another in shaping the future of education," said Patterson. "I think that's what I'm most proud of, being a part of building community for other doctoral students like myself."

For future or current doctoral students, Patterson advises finding spaces where they can grow, get support, and connect with their community. She encourages them to join existing spaces or even create new ones.

"Being connected is just a big part of this journey in the sense that it exposes you to different opportunities and perspectives," said Patterson. "When you are in a community, connected with others, it just makes the experience that much more meaningful."

As Darlshawn Patterson continues her journey in literacy education, her dedication to research and community building remains unwavering. Her achievements and contributions highlight her as a standout scholar and inspire those around her. Patterson's story is a testament to the power of passion and the importance of fostering supportive communities in academia.