"I Can't Find No Black Books": Helping African American Males Find Books They Want to Read

Autor/in	Scullin, Bethany
Titel	"I Can't Find No Black Books": Helping African American Males Find Books They Want to Read
Quelle	In: Texas Journal of Literacy Education, 8 (2020) 1, S.82-111 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-7404
Schlagwörter	African American Students; Males; Reading Material Selection; Culturally Relevant Education; Reading Interests; Grade 8; Reading Achievement; Adolescent Literature; African American Culture; Student Attitudes; Middle School Students; Urban Schools; Early Adolescents; Discussion Groups; Reader Text Relationship; Literary Devices; Accuracy; Novels + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Leseinteresse; School year 08; 8. Schuljahr; Schuljahr 08; Leseleistung; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Schülerverhalten; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Literaturarbeit; Novel; Roman
Abstract	Among the many factors contributing to the historical lack of reading gains of our Black male students is the absence of texts accurately and authentically representing African American characters in today's schools. In addition, well-meaning educators are not adept in identifying and selecting these types of texts in order to provide African American male students with books that mirror their lived experiences. The purpose of this article is to provide educators with a tool to aid in the selection of potentially culturally relevant literature for their adolescent African American male students. Based on a larger study, the researcher explored what eight African American eighth grade students valued when reading group-selected texts. The findings indicate that the participants displayed strong preferences toward the character's race, personal characteristics, age, and "real world" events and experiences featured in the texts. This article privileges those voices to provide a rubric for educators to use, explore, and reflect upon as they incorporate potential culturally relevant texts into their day-to-day instruction and classroom libraries. (As Provided).
Anmerkungen	Texas Journal of Literacy Education. Texas Woman's University Department of Reading, MCL 9th Floor, PO Box 425769, Denton, TX 76204. Web site: http://www.talejournal.com/index.php/TJLE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01