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I Too Have a Voice: The Literacy Experiences of Black Boys Engaging with and Responding to African American Literature Depicting Black Males

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Title: I Too Have a Voice: The Literacy Experiences of Black Boys Engaging with and Responding to African American Literature Depicting Black Males
Language: English
Authors: Rumble, Merle B.
Source: ProQuest LLC. 2013Ed.D. Dissertation, Western Connecticut State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 223
Publication Date: 2013
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3
Descriptors: African American Literature, African Americans, Males, Reading Comprehension, Influences, Reading Motivation, Oral Language, Written Language, Creative Activities, Teaching Methods, Drama, Visual Arts, Writing (Composition), Qualitative Research, Case Studies, Grade 3, Grade 4, Grade 5, Surveys, Semi Structured Interviews, Oral Reading, Group Discussion, Coding, Culturally Relevant Education, Learner Engagement, Racial Bias, Student Empowerment
Abstract: This study examined how the use of African American literature that depicts Black males influences the reading comprehension and the reading motivation of Black boys as demonstrated through oral, written, and creative expressions. Studies have been conducted using children's literature with Black boys to examine their social interaction with the literature. However, there is limited research with Black boys interacting with African American literature depicting African American males. This research built upon and extended previous studies to determine the impact of the use of African American literature depicting Black males as an instructional strategy to influence the reading comprehension and motivation of Black boys. This study considered the use of creative responses to this literature, such as drama, writing, and visual arts. A qualitative case study design was employed. A purposeful sample of third, fourth, and fifth grade Black boys were recruited to participate in this study. The research took place in a northeastern city at a local community center from July 2011 to August 2011. Data were collected using several instruments. These instruments included a reading motivation survey, a reading inventory, semi-structured interview questions, interactive read-aloud book discussions, with oral and written responses from the boys. Triangulation of methods was utilized (survey, interviews, book discussions, and boys' written and illustrated artifacts). Field notes were kept, and interviews were transcribed. All data were analyzed, and coded to identify patterns and themes that emerged from the data. Those themes were: The boys experienced new texts, had new reading aspirations and learned about their culture; the boys demonstrated comprehension of text through active engagement, discussions, drawings, and written responses; the boys experienced racial inequalities through literature; the boys were exposed to new mentors; the boys were empowered and could envision their futures through their summer reading; and, the boys demonstrated spiritual awareness. The result from the study indicate that using African American literature depicting Black males is a valuable tool that can lead to increased comprehension and motivation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2017
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10606809
Accession Number: ED578647
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Dissertation/ Thesis
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  Data: I Too Have a Voice: The Literacy Experiences of Black Boys Engaging with and Responding to African American Literature Depicting Black Males
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  Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2013Ed.D. Dissertation, Western Connecticut State University.
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  Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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  Data: 223
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  Data: Dissertations/Theses - Doctoral Dissertations
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  Data: <searchLink fieldCode="DE" term="%22African+American+Literature%22">African American Literature</searchLink><br /><searchLink fieldCode="DE" term="%22African+Americans%22">African Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Motivation%22">Reading Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Activities%22">Creative Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Drama%22">Drama</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Arts%22">Visual Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Semi+Structured+Interviews%22">Semi Structured Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Discussion%22">Group Discussion</searchLink><br /><searchLink fieldCode="DE" term="%22Coding%22">Coding</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Bias%22">Racial Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study examined how the use of African American literature that depicts Black males influences the reading comprehension and the reading motivation of Black boys as demonstrated through oral, written, and creative expressions. Studies have been conducted using children's literature with Black boys to examine their social interaction with the literature. However, there is limited research with Black boys interacting with African American literature depicting African American males. This research built upon and extended previous studies to determine the impact of the use of African American literature depicting Black males as an instructional strategy to influence the reading comprehension and motivation of Black boys. This study considered the use of creative responses to this literature, such as drama, writing, and visual arts. A qualitative case study design was employed. A purposeful sample of third, fourth, and fifth grade Black boys were recruited to participate in this study. The research took place in a northeastern city at a local community center from July 2011 to August 2011. Data were collected using several instruments. These instruments included a reading motivation survey, a reading inventory, semi-structured interview questions, interactive read-aloud book discussions, with oral and written responses from the boys. Triangulation of methods was utilized (survey, interviews, book discussions, and boys' written and illustrated artifacts). Field notes were kept, and interviews were transcribed. All data were analyzed, and coded to identify patterns and themes that emerged from the data. Those themes were: The boys experienced new texts, had new reading aspirations and learned about their culture; the boys demonstrated comprehension of text through active engagement, discussions, drawings, and written responses; the boys experienced racial inequalities through literature; the boys were exposed to new mentors; the boys were empowered and could envision their futures through their summer reading; and, the boys demonstrated spiritual awareness. The result from the study indicate that using African American literature depicting Black males is a valuable tool that can lead to increased comprehension and motivation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 223
    Subjects:
      – SubjectFull: African American Literature
        Type: general
      – SubjectFull: African Americans
        Type: general
      – SubjectFull: Males
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Reading Motivation
        Type: general
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Written Language
        Type: general
      – SubjectFull: Creative Activities
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Drama
        Type: general
      – SubjectFull: Visual Arts
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Semi Structured Interviews
        Type: general
      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Group Discussion
        Type: general
      – SubjectFull: Coding
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Racial Bias
        Type: general
      – SubjectFull: Student Empowerment
        Type: general
    Titles:
      – TitleFull: I Too Have a Voice: The Literacy Experiences of Black Boys Engaging with and Responding to African American Literature Depicting Black Males
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            NameFull: Rumble, Merle B.
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              Y: 2013
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