Engaging African American Males in Reading (Reprint)

Tatum, Alfred W.

doi:10.1177/002205741519500202

Cited by 28 publications

(59 citation statements)

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“…In particular, leisure reading is correlated with school success including greater vocabulary, reading comprehension, verbal fluency, and content knowledge (Hughes-Hassell & Rodge, 2007;Sells, 2009). Boys, however, lag in reading and pose a particular challenge to engaging in literacy (Banks, 2011;Canadian Council on Learning, 2009;Clark, 2010;Fredrick, 2006;Husband, 2012;Sadowski, 2010;Smith & Wilhelm, 2004;Sokal, 2010;Tatum, 2006;Werderich, 2010). Decades of research and hundreds of studies have identified many factors and proposed many solutions but the dilemma hasn't changed.…”

Section: Boys' Literacymentioning

confidence: 99%

“…Also, since criminal offenders typically lack empathy (Guerra, 2012), being able to identify with characters in a book is valuable. These urban adolescents really need to see themselves in the protagonists and have the story be culturally relevant to be interested (Husband, 2012;Kirkland, 2011;Moeller, 2011;Tatum, 2006). One student in school said "I like reading books about kids my age that have been abandoned and abused.…”

Section: At-risk Youth and Urban Fictionmentioning

confidence: 99%

“…For black youths specifically, Tatum (2006) also recommends texts that have a "positive life trajectory." Guerra (2012) concludes that while she understands the critics of urban fiction, she feels it's worth the risk.…”

Section: At-risk Youth and Urban Fictionmentioning

confidence: 99%

“…Low teacher expectations, lack of parental involvement, negative peer pressure, lack of male role models, high rates of homicide, incarceration, unemployment, and poverty all lead to black males disengaging from school (Boone et al, 2010;Haddix, 2009;Husband, 2012;Tatum, 2003). This leads to more referrals for discipline, more labels of "at-risk," and more time spent in remedial settings (Haddix, 2009;Husband, 2012;Tatum, 2003;Tatum, 2006). Even if they obtain a high school or college degree, black males may still experience a lack of direction for their future and feel their time in school was wasted (Tatum, 2003).…”

Section: Urban Youthmentioning

confidence: 99%

“…Even if they obtain a high school or college degree, black males may still experience a lack of direction for their future and feel their time in school was wasted (Tatum, 2003). Outside the academic setting, African American males encounter other barriers such as self-concept and identity issues (Tatum, 2006). Their "cultural-specific coping mechanisms" include acting tough and shutting down and dissociating from school (Tatum, 2006).…”

Section: Urban Youthmentioning

confidence: 99%

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Critical Influences That Encourage Adolescent Boys to Engage in Leisure Reading

Wyse¹

2014

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Section: Boys' Literacymentioning

confidence: 99%

Section: At-risk Youth and Urban Fictionmentioning

confidence: 99%

Section: At-risk Youth and Urban Fictionmentioning

confidence: 99%

Section: Urban Youthmentioning

confidence: 99%

Section: Urban Youthmentioning

confidence: 99%

See 3 more Smart Citations

Critical Influences That Encourage Adolescent Boys to Engage in Leisure Reading

Wyse¹

2014

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Reimagining the English Language Arts canon: A case for inclusive and empowering instruction

Hunt

2023

J Adolescent & Adult Lit

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This paper explores the possible negative implications of teacher selected whole‐class reads rooted within the traditional canon of English Language Arts instruction and possible solutions for re‐engaging the disengaged adolescent reader through choice reading and the implementation of more culturally relevant texts. Historically, English Language Arts educators assign required readings to the entire class without taking into account the lens through which students view the texts. This paper identifies how texts deemed historically valuable and enabling by the educator can actually be disabling and disengaging to the learner. Additionally, this paper offers insights regarding the positive shifts that can stem from reimagining the traditional canon utilizing a whole‐class read scenario into a more democratic and culturally responsive English Language Arts canon. Assigned whole‐class reads are defined as selections of text chosen by the teacher with the understanding that every student is required to engage in the text. These are not chosen by students and they are not part of independent reading. The goal of this paper is to first, inform educators concerning the disabling effects of choosing whole‐class texts inside the traditional canon without viewing the texts through the varied interests, abilities, socio‐economic backgrounds, integration of students' cultural knowledge and experiences, and maturity levels of the students served. Furthermore, this paper will provide a basis for increasing educator knowledge regarding the traditional canon, disabling and enabling texts, and culturally responsive ELA practices along with particular scaffolds in hopes of re‐engaging the disengaged adolescent reader.

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Unlocking the Cage: Empowering Literacy Representations in Netflix'sLuke CageSeries

Toliver¹

2017

J Adolescent & Adult Lit

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Popular culture aids in the conditioning of U.S. society, assisting in the determination of who is esteemed as literate and who is disgraced with illiteracy. Unfortunately, pop culture depictions of black male literacy often reify the stereotype that black males are less literate than their peers. Although a real issue presents itself in the opportunity gap that exists between black males and other racial groups, however, focusing on the negative fails to complicate the narrative. The purpose of this article is to confound monolithic representations by acknowledging positive, nuanced, and complex black male literacy practices. The author uses critical rhetorical analysis and positioning theory to highlight Netflix's Luke Cage series as a site where empowering literacy practices prevail. For educators, the author suggests using a critical rhetorical analysis of popular culture to examine and question content that presents static representations of black male literacy.

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Engaging African American Males in Reading (Reprint)

Abstract: By providing meaningful reading material and encouraging honest debate, teachers can help African American adolescent males embrace the power of text.

Cited by 28 publications

References 1 publication

Critical Influences That Encourage Adolescent Boys to Engage in Leisure Reading

Critical Influences That Encourage Adolescent Boys to Engage in Leisure Reading

Reimagining the English Language Arts canon: A case for inclusive and empowering instruction

Unlocking the Cage: Empowering Literacy Representations in Netflix'sLuke CageSeries

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