A Study of Black Adolescent Males' Literacy Experiences in Middle College High School

Autor/in	Anthony, Janet
Titel	A Study of Black Adolescent Males' Literacy Experiences in Middle College High School
Quelle	(2013), (201 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-0476-6
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; High School Students; Grade 11; At Risk Students; Nontraditional Education; Literacy; Reading Processes; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; High school; High schools; Oberschule; School year 11; 11. Schuljahr; Schuljahr 11; Non-traditional education; Alternative Erziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Leseprozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Middle College High Schools have contributed to the academic success of at-risk minority students across the country. This educational reform model has been recognized as having a positive impact on minority and poor students. However, an exhaustive search of the literature revealed no documented research to date interpreting the effects of this educational setting on Black males' literacy performance or their literacy experiences. This basic qualitative study was conducted to fill this gap in literature. The researcher uncovers the attitudes, beliefs, and perceptions of seven 11th grade at-risk, Black adolescent males' interpreted meaning of their literacy experience in a middle college high school setting. The central research question for this study was: What can at-risk Black adolescent males inform educators, not only about their overall literacy experience in a Middle College High School setting, but also, about the effect of the pedagogical practices used to teach and engage Black males in the reading process? Vygotsky's social development learning theory and Mezirow's transformational learning theory were the frameworks used to construct participants' interpreted meaning of their literacy experience. The data collected for this study included four observations, a total of six in-depth semi-structured interview sessions, and fourteen focus group sessions. The findings from this research revealed three overarching themes suggesting Black adolescent males literacy experience could be enriched through Connection, Relevance, and Relationship. Results from this study also indicated a need to develop an interactive and engaging literacy program in the middle college high school setting for Black adolescent males to feel appreciated, accepted, and welcomed in the learning community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01