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Popular Psychology Myths as a Frame for Character Analysis in High School English

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Title: Popular Psychology Myths as a Frame for Character Analysis in High School English
Language: English
Authors: Heron-Hruby, Alison, Johnson, Lindsay Ellis
Source: Journal of Adolescent & Adult Literacy. Jul-Aug 2019 63(1):41-49.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 9
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: High School Students, Advanced Placement Programs, Psychology, Misconceptions, Literary Criticism, Cultural Awareness, Novels, United States Literature, Literary Devices, Behavior, English Instruction
DOI: 10.1002/jaal.957
ISSN: 1081-3004
Abstract: In this classroom study, the authors examine the use of popular psychology myths as a frame for literary analysis in high school English. The study reflects a cultural studies approach to teaching that attends to students' cultural awareness in interpreting what they read. Previous research has demonstrated that students' cultural awareness, in general, offers a rich framework for literary interpretation. Students in an Advanced Placement junior English class wrote analytic essays in which they used popular psychology myths, pervasive cultural tropes about human behavior, to evaluate whether characters in F. Scott Fitzgerald 's novel "The Great Gatsby" perpetuate or challenge the myths. Analysis of the essays demonstrated that the myths provided a compelling frame for character analysis, prompting students to consider nuances in character behavior. Moreover, the analysis indicated that the myths offer a way for teachers to prompt students' understanding of how readers and fiction authors can perpetuate or challenge simplistic notions of human behavior.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1220040
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescent+%26+Adult+Literacy%22"><i>Journal of Adolescent & Adult Literacy</i></searchLink>. Jul-Aug 2019 63(1):41-49.
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: In this classroom study, the authors examine the use of popular psychology myths as a frame for literary analysis in high school English. The study reflects a cultural studies approach to teaching that attends to students' cultural awareness in interpreting what they read. Previous research has demonstrated that students' cultural awareness, in general, offers a rich framework for literary interpretation. Students in an Advanced Placement junior English class wrote analytic essays in which they used popular psychology myths, pervasive cultural tropes about human behavior, to evaluate whether characters in F. Scott Fitzgerald 's novel "The Great Gatsby" perpetuate or challenge the myths. Analysis of the essays demonstrated that the myths provided a compelling frame for character analysis, prompting students to consider nuances in character behavior. Moreover, the analysis indicated that the myths offer a way for teachers to prompt students' understanding of how readers and fiction authors can perpetuate or challenge simplistic notions of human behavior.
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        Type: general
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      – SubjectFull: Psychology
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