Literaturnachweis - Detailanzeige
Autor/in | Gibson, Simone |
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Titel | Adolescent African American Girls as Engaged Readers: Challenging Stereotypical Images of Black Womanhood through Urban Fiction |
Quelle | In: Journal of Negro Education, 85 (2016) 3, S.212-224 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2984 |
DOI | 10.7709/jnegroeducation.85.3.0212 |
Schlagwörter | African Americans; Females; Urban Areas; Fiction; Adolescents; Stereotypes; Racial Bias; Gender Bias; High School Students; Grade 10; Grade 11; Group Discussion; Reading Materials; Adolescent Attitudes; Urban Culture; Literary Genres; Reader Text Relationship Afroamerikaner; Weibliches Geschlecht; Urban area; Stadtregion; Fiktion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Klischee; Racial discrimination; Rassismus; Geschlechterstereotyp; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Gruppendiskussion; Stadtkultur; Literarische Form |
Abstract | This article explores the ways some adolescent African American girls engage with urban fiction, a genre often maligned as "trash" literature. This project sought to understand the appeal of the genre as well as adolescent African American girls' perceptions about the texts. Based on findings, which suggest that participants are engaging with the genre in critical ways, conclusions may support non-traditional approaches to helping adolescent Africa American girls deconstruct and challenge stereotypic and dominant messages about the underrepresented lives of African Americans. (As Provided). |
Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |