Multiple Motivations to Read Young Adult Literature in the Lives of Three African-American Middle School Males
DOI:
https://doi.org/10.15763/issn.2376-5275.2015.1.1.46-94Abstract
In this article, we share what young adult literature three male African-American adolescent participants in this study—Tariq, Tyrell, and Tyrone—chose to read when given opportunities to choose. We also share what they had to say about the literature, about reading, and about themselves as readers. The participants’ own words and text choices reveal much about what kind of young adult literature they find relevant, and why, and point to multiple motivations—both intrinsic and extrinsic, personal and social—for reading young adult literature.References
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Elsbree, A., & Wong, P. (2007). The Laramie Project as a homophobic disruption: How the play impacts pre-service teachers' preparation to create anti-homophobic schools. Journal of Gay & Lesbian Issues in Education, 4(4), 97-117. <a href="http://dx.doi.org/10.1300/J367v04n04_07">http://dx.doi.org/10.1300/J367v04n04_07</a>
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Garrett, M. (2012). The LGBTQ component of 21st-century music teacher training: Strategies for inclusion from the research literature. Update: Applications of Research in Music Education, 31, 55-62. <a href="http://dx.doi.org/10.1177/8755123312458294">http://dx.doi.org/10.1177/8755123312458294</a>
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Goodenow, C., Szalacha, L., & Westheimer, K. (2006). School support groups, other school factors, and the safety of sexual minority adolescents. Psychology in the Schools, 43(5), 573-589. <a href="http://dx.doi.org/10.1002/pits.20173">http://dx.doi.org/10.1002/pits.20173</a>
Greytak, E., & Kosciw, J. (2013). Responsive classroom curriculua for lesbian, gay, bisexual, transgender, and questioning students. In E. Fisher & K. Komosa-Hawkins (Eds.), Creating safe and supportive learning environments (pp. 156-174). New York: Routledge.
Haertling-Thein, A. (2013). Language arts teachers' resistance to teaching LGBT literature and issues. Language Arts, 90(3), 169-180.
Hamilton, G. (1998). Reading Jack. English Education, 30(1), 24-43.
Hayn, J., Kaplan, J. & Nolen, A. (2011). Young adult literature research in the 21st century. Theory into Practice, 50, 176–181. <a href="http://dx.doi.org/10.1080/00405841.2011.584026">http://dx.doi.org/10.1080/00405841.2011.584026</a>
Hayn, J., & Nolen, A. (2012). Young adult literature: Defining the role of research. In J. Hayn & J. Kaplan (Eds.), Teaching young adult literature today (pp. 7–218). New York: Rowman & Littlefield.
Heck, N.C., Flentje, A., & Cochran, B.N. (2013). Offsetting risks: High school gay-straight alliances and lesbian, gay, bisexual, and transgender (LGBT) youth. Psychology of Sexual Orientation and Gender Diversity, 1(8), 81-90. <a href="http://dx.doi.org/10.1037/2329-0382.1.S.81">http://dx.doi.org/10.1037/2329-0382.1.S.81</a>
Herek, G.M. (2000). Sexual prejudice and gender: Do heterosexuals' attitudes toward lesbians and gay men differ? Journal of Social Issues, 56(2), 251-266. <a href="http://dx.doi.org/10.1111/0022-4537.00164">http://dx.doi.org/10.1111/0022-4537.00164</a>
Hermann-Wilmarth, J. (2007). Full inclusion: Understanding the role of gay and lesbian texts and films in teacher education classrooms. Language Arts, 84(4), 347-356.
Hill, C. (2014). Young adult literature and scholarship comes of age. In C. Hill (Ed.), The critical merits of young adult literature (pp. 1–24). New York: Taylor & Francis.
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2015-05-31
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