I Want to Read about Me: Engaging and Empowering Gifted Black Girls Using Multicultural Literature and Bibliotherapy
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| Title: | I Want to Read about Me: Engaging and Empowering Gifted Black Girls Using Multicultural Literature and Bibliotherapy |
|---|---|
| Language: | English |
| Authors: | Ford, Donna Y., Walters, Nicole McZeal, Byrd, Janice A., Harris, Breshawn N. |
| Source: | Gifted Child Today. Jan 2019 42(1):53-57. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2019 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | African American Students, Academically Gifted, Student Empowerment, Multicultural Education, Multicultural Textbooks, Bibliotherapy, Learner Engagement, Culturally Relevant Education, Educational Benefits, Self Efficacy, Reading Motivation |
| DOI: | 10.1177/1076217518804851 |
| ISSN: | 1076-2175 |
| Abstract: | It is commonly accepted and expected that gifted students enjoy reading and other forms of creative modes of storytelling. A core principle from bibliotherapy is that students engage in reading when they identify with one or more characters, and challenges and interests like their own. The same principle applies to multicultural literature--when students of color see themselves mirrored in the book, they become more eager to read. This column focuses on the vital need for educators to use multicultural literature with gifted Black girls. Strategies and resources are provided for educators' expansion of their pedagogical toolkit. |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2018 |
| Accession Number: | EJ1200424 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwF9tdm82ZJY0Z3ysruvijPXAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDHlhTCorwdaTYxvcqwIBEICBmxbzEY_lwLsPa-Yph2MIAS_vseaUHncC-XaWGtKr9LlxWAYG3Ob5FxEsSJsvnIqd0CBKobkkpk8rbEA0oiwtCj8ApYhXn5IP1ssWsLSCxua3oZ5AGccNtR-Wn3Mjm_B7CMQtm1dCF2QOMR5xYC36_CzFKyRljyMER0Mc771GRhxCWYrZETz0xQNt2T3WSfc78_BOoxRw6Pw8abQT Text: Availability: 1 Value: <anid>AN0133695871;gct01jan.19;2025Aug11.10:17;v2.2.500</anid> <title id="AN0133695871-1">I Want to Read About Me: Engaging and Empowering Gifted Black Girls Using Multicultural Literature and Bibliotherapy </title> <p>It is commonly accepted and expected that gifted students enjoy reading and other forms of creative modes of storytelling. A core principle from bibliotherapy is that students engage in reading when they identify with one or more characters, and challenges and interests like their own. The same principle applies to multicultural literature—when students of color see themselves mirrored in the book, they become more eager to read. This column focuses on the vital need for educators to use multicultural literature with gifted Black girls. Strategies and resources are provided for educators' expansion of their pedagogical toolkit.</p> <p>Keywords: gifted Black girls; bibliotherapy; multicultural literature; gifted education</p> <p>"Marley Dias started a social action project . . . after being frustrated with many of the books assigned in school that mostly featured White boys."</p> <hd id="AN0133695871-2">Literature Review</hd> <p>Miera is a gifted Black girl who lives in poverty. Unlike other Black students and children who live in poverty, she defied odds and was identified as gifted early on. Like too many others who share her lived experiences, Miera faced many instances of discrimination based on race, gender, and income. Teachers, for example, often accused her of cheating when out-performing White students on assignments and assessments. Questions such as, "Miera, who helped you with this paper/project?" tell the story of too many gifted Black girls who are deemed less capable than other students. White classmates isolated themselves from her; and Black neighborhood children teased her for being smart. Miera became less social, withdrawing into books to escape negative peer pressures and low teacher expectations. She eventually found Jacqueline Woodson's book Maizon at Blue Hill. She identified with Maizon, a gifted Black girl living in poverty who faced racial and economic discrimination at a private school. The experiences were very surreal and Miera felt less alone, less isolated, and more determined to succeed. This is the power of bibliotherapy grounded in multicultural literature.</p> <p>Literacy is the foundation of education, and most gifted students enjoy reading and learn to read early. Reading is even more engaging when students identify with the characters and content. [<reflink idref="bib25" id="ref1">25</reflink>] coined the term "mirror books" to indicate that when students see themselves reflected in books, they are more likely to read them. From [<reflink idref="bib25" id="ref2">25</reflink>],</p> <p>Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created or recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection, we can see our own lives and experiences as part of the larger human experience. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books. (p. ix)</p> <p>Unfortunately, children of color seldom have mirror books due to the paucity of multicultural literature. Lee and Low (see https://blog.leeandlow.com/2018/05/10/the-diversity-gap-in-childrens-book-publishing-2018/#more-15863) and Cooperative Children's Book Center (see https://ccbc.education.wisc.edu/books/pcstats.asp) reveal a diversity gap in children's literature with too few multicultural/mirror books and a shortage of mainstream books with diversity content. As a result, students of color get "window books." Gifted Black students, like Miera, enjoy reading but are more engaged with multicultural books. At the age of 11, Marley Dias started a social action project—the "#1000BlackGirlBooks" book drive—after being frustrated with many of the books assigned in school that mostly featured White boys (see https://<ulink href="http://www.phillyvoice.com/11-year-old-jersey-girl-launches-1000blackgirlbooks-book-drive/">www.phillyvoice.com/11-year-old-jersey-girl-launches-1000blackgirlbooks-book-drive/</ulink>).</p> <p>In the following sections, we discuss the power of multicultural literature and bibliotherapy in general with application to gifted Black girls.</p> <hd id="AN0133695871-3">How to Select High-Quality Multicultural Books</hd> <p>Given that many authors of multicultural literature are not people of color, it is important to ensure that such books are authentic—accurate and do not promote stereotypes. In Figure 1, several considerations are provided.</p> <p>Checklist for selecting high-quality multicultural literature. Source. Adapted from https://<ulink href="http://www.adl.org/education/resources/tools-and-strategies/assessing-childrens-literature">www.adl.org/education/resources/tools-and-strategies/assessing-childrens-literature</ulink>.</p> <p>Graph</p> <hd id="AN0133695871-4">Bibliotherapy: Definition and Overview</hd> <p>Throughout history, literacy among Black people has been an act of resistance that is liberating and mentally healing. During slavery, anti-literacy laws prohibited the education of slaves as a means to control them and prevent rebellion. If a slave attempted to learn how to read, they risked being punished, sold, or potentially death ([<reflink idref="bib26" id="ref3">26</reflink>]). However, despite it being illegal, Black people knew that learning to read was a tool that could grant them a mental escape, even if temporary. But for some, reading led to physical freedom. [<reflink idref="bib19" id="ref4">19</reflink>] described a story of a slave woman in Natchez, Louisiana, who taught others to read and write, which allowed many of them to later write their own passes and escape to Canada. However, for many slaves, access to written words, regardless of genre, provided mental freedom and the ability to see themselves in a world where they had no power over their circumstances (see Williams). Therapeutic reading has been and continues to be a technique individuals and therapists use to understand, escape from, push through, or acquire a solution for adverse circumstances. Throughout history, Black women have understood the power of understanding and using written words ([<reflink idref="bib16" id="ref5">16</reflink>]) and have been the leaders in teaching others how to read and write despite knowing the consequences ([<reflink idref="bib23" id="ref6">23</reflink>]).</p> <p>In addition to being used to support individuals through difficult life events ([<reflink idref="bib24" id="ref7">24</reflink>]), literature (including narratives) also (a) helps individuals learn cultural traditions, lessons, and morals ([<reflink idref="bib22" id="ref8">22</reflink>]); (b) increases empathy and self-awareness ([<reflink idref="bib5" id="ref9">5</reflink>]); (c) guides readers in learning more about their individual identities; and (d) helps readers learn about and discover their academic identities, such as STEM (Science, Technology, Engineering, and Mathematics; [<reflink idref="bib16" id="ref10">16</reflink>]). This can and does increase racial identity, self-pride, and acceptance ([<reflink idref="bib9" id="ref11">9</reflink>]; [<reflink idref="bib10" id="ref12">10</reflink>]). Therapeutic reading occurred before the time of Aristotle when he proposed that arts impact the emotional well-being of the observer, creator, and reader ([<reflink idref="bib20" id="ref13">20</reflink>]). However, among many cultural groups, historically, storytelling has been used to heal and guide.</p> <p>"Bibliotherapy," a type of therapeutic reading, is a term coined by [<reflink idref="bib3" id="ref14">3</reflink>], who described it as the use of books to help patients understand their problems ([<reflink idref="bib15" id="ref15">15</reflink>]). Bibliotherapy has been defined in many ways, but is most often described as the process of sharing or reading books with the intent of gaining insight into personal problems ([<reflink idref="bib12" id="ref16">12</reflink>]). In addition, bibliotherapy has been used by educators and helping professionals working with students to address issues such as social and emotional needs ([<reflink idref="bib14" id="ref17">14</reflink>]), self-understanding and cultural pride for gifted Black students ([<reflink idref="bib10" id="ref18">10</reflink>]), coping with life problems ([<reflink idref="bib24" id="ref19">24</reflink>]), parental divorce or incarceration ([<reflink idref="bib1" id="ref20">1</reflink>]; [<reflink idref="bib13" id="ref21">13</reflink>]), and trauma ([<reflink idref="bib5" id="ref22">5</reflink>]).</p> <p>Considering the use of bibliotherapy by teachers, counselors, and other professionals, there are few studies that explore its use with Black girls. After a cursory search of recent literature, one related work was found. [<reflink idref="bib4" id="ref23">4</reflink>] explored several young adult novels written by African American, Afro Caribbean, and Black African women to critically examine how these novels chronicled the identity development of Black female adolescents. Cueto's work provides a detailed description of novels that may be used when working with Black girls when using bibliotherapy but not how to conduct the therapeutic approach itself.</p> <hd id="AN0133695871-5">Using Bibliotherapy With Black Girls</hd> <p>No single piece of literature can represent a cultural group, but there must be purposeful integration of bibliotherapy when using with Black girls, especially when fostering thinking and self-awareness. A perfect example of this is within the story of Gumbo for the Soul: Liberating Memoirs and Stories to Inspire Females of Color ([<reflink idref="bib7" id="ref24">7</reflink>]), where women of color (many of whom are Black and participated in gifted education classes and Advanced Placement classes) share their lived experiences of overcoming obstacles and prevailing in spite of them. The book has various narratives, stories, and shares voices of resilience where Black girls may be able to "see themselves" and take comfort in reading about the strength of others. Culturally, the book harkens back to the African ancestry of women and girls who arrived on foreign soil with their "Gumbo," which symbolized their memories, ingenuity, strength, intelligence, creativity, and love for their people. Black girls can read these narratives and identify and validate their own experiences.</p> <p>In addition to reading and sharing the experience of others, bibliotherapy can also be used to help gifted Black girls develop positive self-efficacy. The phrase "one cannot be what she/he cannot see" is the perfect impetus for providing literature that supports the belief in one's ability and course of action. Promoting and, even more importantly, protecting the self-esteem and racial identity and pride of Black girls is significantly important in today's schools, as they can oftentimes feel as if they are a footnote in the educational discourse in the classroom ([<reflink idref="bib8" id="ref25">8</reflink>]).</p> <hd id="AN0133695871-6">Benefits of Bibliotherapy</hd> <p>Mirror books promote not just engagement with reading, but also racial pride, self-efficacy, motivation, and coping strategies when faced with challenges, including negative peer pressures and isolation in predominantly White gifted classes. We touch upon a few benefits, recognizing that there are many more.</p> <hd id="AN0133695871-7">Student engagement with reading</hd> <p>The benefits of multicultural literature for gifted Black girls extend beyond the content of the book. For example, identity and cultural connections are made through characters that can promote an understanding of one's heritage ([<reflink idref="bib22" id="ref26">22</reflink>]), self-efficacy with critical thinking, and comprehending challenging texts ([<reflink idref="bib17" id="ref27">17</reflink>]). Similar to the impact on student achievement when Black students have Black teachers and culturally competent teachers, student engagement increases when teachers develop purposeful pedagogy for Black students ([<reflink idref="bib18" id="ref28">18</reflink>]). In other words, cultural connections help students remain academically engaged and boost achievement. Cultural connections are critical because student engagement and motivation for gifted Black students are linked to their participation in and desire to remain in gifted programs. When Black girls in gifted programs read multicultural literature reflective of their everyday life and connecting them with their culture, self-efficacy increases their motivation, and their engagement with learning remains high across the board.</p> <hd id="AN0133695871-8">Self-efficacy and motivation</hd> <p>It is presumed true that students who are confident in their reading ability will read often. When high self-efficacy in reading exists, the potentially frightening task of reading challenging content becomes surmountable ([<reflink idref="bib21" id="ref29">21</reflink>]). [<reflink idref="bib2" id="ref30">2</reflink>] theory of self-efficacy—the belief in one's ability to succeed in accomplishing tasks—is reflected by confidence and competency to control one's behavior and outcomes ([<reflink idref="bib2" id="ref31">2</reflink>]). Self-efficacy is a fundamental component of cognitive development as it affects a child's belief in his or her competency to master rigorous curriculum; hence, positively affecting achievement and motivation ([<reflink idref="bib2" id="ref32">2</reflink>]). For gifted Black girls, multicultural literature can increase engagement with reading, foster and reinforce self-efficacy and motivation, bolster pride ([<reflink idref="bib9" id="ref33">9</reflink>], [<reflink idref="bib10" id="ref34">10</reflink>]), and form a nexus between the literature and their everyday lives.</p> <hd id="AN0133695871-9">Coping strategies when faced with challenges in gifted education classes</hd> <p>Too many gifted Black students, including Miera, face pressures from their peers to perform poorly in school (e.g., [<reflink idref="bib6" id="ref35">6</reflink>]). This discouragement from their same-race peers is an attempt to suppress academic achievement and their ability to thrive in the classroom. This anti-achievement attitude ([<reflink idref="bib6" id="ref36">6</reflink>]) is what [<reflink idref="bib11" id="ref37">11</reflink>] called "acting-white." The term is pejorative. They contend that Black students withholding academic efforts can be seen as a way to preserve cultural identity and to evade social isolation, especially in predominantly White gifted classes and STEM fields. Bibliotherapy using multicultural literature provides gifted Black girls with much-needed coping skills to handle negative peer pressures.</p> <hd id="AN0133695871-10">Conclusion</hd> <p>Miera and other gifted Black girls seek desperately to engage in literature that resonates with and reflects their concerns, challenges, and experiences. Our goal as educators is to light a fire that sparks interest in reading, which is so fundamental in all content areas and professions. The need for mirror books ([<reflink idref="bib25" id="ref38">25</reflink>]), which can fulfill the objectives of bibliotherapy, must not be underestimated for all students; the need is even more dire for gifted Black girls and others who are very underrepresented in the literature at all ages. Listen to gifted Black girls who are eagerly awaiting to read about themselves. Their request is a clarion call for help and change.</p> <hd id="AN0133695871-11">Conflict of Interest</hd> <p>The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</p> <hd id="AN0133695871-12">Funding</hd> <p>The author(s) received no financial support for the research, authorship, and/or publication of this article.</p> <hd id="AN0133695871-13">Bios</hd> <p>Donna Y. Ford, PhD, is a professor and Cornelius Vanderbilt Endowed Chair at Vanderbilt University. She writes extensively about the underrepresentation of Black and Hispanic students in gifted education, desegregating gifted education, multicultural gifted education, gifted underachievers, and achievement gaps. She consults and teaches on these issues and topics. She has earned numerous awards and serves in several leadership roles in gifted and urban education.</p> <p>Nicole McZeal, EdD, Walters is an associate dean and assistant professor in the School of Education at the University of St. Thomas. Her research agenda includes culturally relevant leadership, teacher training and development, and underserved special populations. In addition, she lectures extensively on the lived experiences of women of color in the P-20 pipeline.</p> <p>Janice A. Byrd, PhD, is an assistant professor in the Counselor Education and Supervision program at Kent State University. Her scholarship seeks to situate the lived experiences of students of color within the broader ecological context to systematically examine how their personal, social, academic, and career success is interrupted and/or enhanced by school, family, community settings, relationships, and policies throughout all stages of the educational pipeline (i.e., K-12, postsecondary, and advanced degree attainment).</p> <p>Breshawn N. Harris, PhD, is in her 19th year teaching reading strategies, and college, career, and readiness courses to secondary students. She conducts research primarily in Black male achievement and college attrition. In addition, her research foci include minority male mentoring programs, academic and social integration, the achievement gap, and Historically Black Colleges and Universities.</p> <ref id="AN0133695871-14"> <title> References </title> <blist> <bibl id="bib1" idref="ref20" type="bt">1</bibl> <bibtext> Aziz R. A., Agustina S., Yahaya H., Mokhtar W. N. H. 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| Items | – Name: Title Label: Title Group: Ti Data: I Want to Read about Me: Engaging and Empowering Gifted Black Girls Using Multicultural Literature and Bibliotherapy – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ford%2C+Donna+Y%2E%22">Ford, Donna Y.</searchLink><br /><searchLink fieldCode="AR" term="%22Walters%2C+Nicole+McZeal%22">Walters, Nicole McZeal</searchLink><br /><searchLink fieldCode="AR" term="%22Byrd%2C+Janice+A%2E%22">Byrd, Janice A.</searchLink><br /><searchLink fieldCode="AR" term="%22Harris%2C+Breshawn+N%2E%22">Harris, Breshawn N.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Gifted+Child+Today%22"><i>Gifted Child Today</i></searchLink>. Jan 2019 42(1):53-57. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 5 – Name: DatePubCY Label: Publication Date Group: Date Data: 2019 – Name: Audience Label: Intended Audience Group: Audnce Data: Teachers – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+Education%22">Multicultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+Textbooks%22">Multicultural Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Bibliotherapy%22">Bibliotherapy</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Motivation%22">Reading Motivation</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1177/1076217518804851 – Name: ISSN Label: ISSN Group: ISSN Data: 1076-2175 – Name: Abstract Label: Abstract Group: Ab Data: It is commonly accepted and expected that gifted students enjoy reading and other forms of creative modes of storytelling. A core principle from bibliotherapy is that students engage in reading when they identify with one or more characters, and challenges and interests like their own. The same principle applies to multicultural literature--when students of color see themselves mirrored in the book, they become more eager to read. This column focuses on the vital need for educators to use multicultural literature with gifted Black girls. Strategies and resources are provided for educators' expansion of their pedagogical toolkit. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 26 – Name: DateEntry Label: Entry Date Group: Date Data: 2018 – Name: AN Label: Accession Number Group: ID Data: EJ1200424 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/1076217518804851 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 53 Subjects: – SubjectFull: African American Students Type: general – SubjectFull: Academically Gifted Type: general – SubjectFull: Student Empowerment Type: general – SubjectFull: Multicultural Education Type: general – SubjectFull: Multicultural Textbooks Type: general – SubjectFull: Bibliotherapy Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Culturally Relevant Education Type: general – SubjectFull: Educational Benefits Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Reading Motivation Type: general Titles: – TitleFull: I Want to Read about Me: Engaging and Empowering Gifted Black Girls Using Multicultural Literature and Bibliotherapy Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ford, Donna Y. – PersonEntity: Name: NameFull: Walters, Nicole McZeal – PersonEntity: Name: NameFull: Byrd, Janice A. – PersonEntity: Name: NameFull: Harris, Breshawn N. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 1076-2175 Numbering: – Type: volume Value: 42 – Type: issue Value: 1 Titles: – TitleFull: Gifted Child Today Type: main |
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