African American Males and Literacy Development in Contexts That Are Characteristically Urban

Autor/inn/en	Tatum, Alfred W.; Muhammad, Gholnecsar E.
Titel	African American Males and Literacy Development in Contexts That Are Characteristically Urban
Quelle	In: Urban Education, 47 (2012) 2, S.434-463 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085911429471
Schlagwörter	African American Students; Males; Urban Schools; Reading Achievement; Literacy; Elementary Secondary Education; Context Effect; Barriers; Educational History; Teaching Methods; Reading Improvement; Reading Research; Evidence; Agenda Setting + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseleistung; Alphabetisierung; Schreib- und Lesefähigkeit; History of education; Bildungsgeschichte; Teaching method; Lehrmethode; Unterrichtsmethode; Leseforschung; Evidenz
Abstract	Advancing the literacy development of African American males in contexts that are characteristically urban has been a challenging task for educators across the P-12 spectrum. Frames that have been traditionally used to improve the reading achievement of African American males have not reversed trends in reading achievement that find many of these young males underperforming on traditional reading assessments. The purpose of this article is to reframe the discussion on the literacy development of African American males based on a review of several bodies of literature. Attention is given to evidence-based reading research: three historical frames of the literacy development of African American males and a literacy model for advancing the literacy development of African American male youth in urban schools. Finally, a research agenda is proposed for advancing the literacy development of African American male youth with the goal of offering guidance to teachers, teacher educators, researchers, and policymakers. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10