Looks Like Me, Sounds Like Me! Race, Culture, and Language in the Creation of Digital Media

Autor/inn/en	Brown, Bryan A.; Edouard, Kareem
Titel	Looks Like Me, Sounds Like Me! Race, Culture, and Language in the Creation of Digital Media
Quelle	In: Equity & Excellence in Education, 50 (2017) 4, S.400-420 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2017.1399097
Schlagwörter	Language Usage; Race; Cues; Technology Education; Electronic Publishing; Science Instruction; Qualitative Research; Photography; Video Technology; Content Analysis; Student Motivation; Student Attitudes; Self Concept; Gender Differences; Textbooks; Multimedia Materials; Language Variation; Interviews; African American Students; Middle School Students; STEM Education; Preferences; Program Descriptions; California + Suchen Sie Ihr Suchwort? Sprachgebrauch; Rasse; Abstammung; Stichwort; Technisch-naturwissenschaftlicher Unterricht; Elektronisches Publizieren; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Fotografie; Inhaltsanalyse; Schulische Motivation; Schülerverhalten; Selbstkonzept; Geschlechterkonflikt; Textbook; Text book; Schulbuch; Lehrbuch; Sprachenvielfalt; Interviewing; Interviewtechnik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; STEM; Kalifornien
Abstract	The technology education movement includes the introduction and application of digital books into science classrooms. These digital books are attractive alternatives to traditional texts because they can be customized for students. This qualitative study examined 35 students as they customized their own digital books. Using a variety of digital photos and videos, each student was asked to drag and drop images into their text. The students were provided with a variety of digital photos and videos to use to customize their books. The images were identical except for the racial cues of the characters. We used content analysis of students' selections and interviews of students (N = 35). We discovered that cues about racial authenticity served as the primary motivation for students selecting particular images. As students were given options, they consistently chose images that reflected their racial, gender, and linguistic identities. The results of this study indicate the need to recognize how racial cues can help students draw deeper connections to digital media if those cues are culturally authentic. This implies that culturally authentic racial cues would spawn deeper engagement for students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01