Resisting and Persisting: Identity Stability among Adolescent Readers Labeled as Struggling

Autor/inn/en	Glenn, Wendy; Ginsberg, Ricki; King-Watkins, Danielle
Titel	Resisting and Persisting: Identity Stability among Adolescent Readers Labeled as Struggling
Quelle	In: Journal of Adolescent Research, 33 (2018) 3, S.306-331 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558416684953
Schlagwörter	Self Concept; Reading Difficulties; Case Studies; Phenomenology; High School Students; Adolescent Literature; Persistence; Family Environment; Peer Influence; Validity; Interviews; Student Attitudes; Reading Skills; English Instruction; Elective Courses; Hermeneutics + Suchen Sie Ihr Suchwort? Selbstkonzept; Reading difficulty; Leseschwierigkeit; Case study; Fallstudie; Case Study; Phenomenological psychology; Phänomenologie; Psychologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Ausdauer; Familienmilieu; Gültigkeit; Interviewing; Interviewtechnik; Schülerverhalten; Reading skill; Lesefertigkeit; English langauage lessons; Englischunterricht; Elective course; Wahlkurs; Hermeneutik
Abstract	This phenomenological case study explores the persistence of high school readers labeled as struggling as they described their responses to recurring, consistent, externally originating challenges to positive reading identities growing from their experiences in a Young Adult Literature (YAL) course. Through application of Weinreich's identity theory, the article examines three challenges that emerged: the home environment, friend influence, and school norms and practices. Findings drawn from student-generated oral reflections gathered through Seidman's interview protocol suggest that participants possessed the power to dissociate from perceived negative reading identities and enact agency over identities that conflicted with their desired reading identities. However, participants were particularly vulnerable to the influence of school-ascribed reading identities they defined as negative. Given the perceived validity of these ascribed labels, readers were challenged more significantly in their attempts to persist in the self-construal of their desired identity conceptions in response to in-school, rather than out-of-school, challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01