Books Like Clothes: Engaging Young Black Men With Reading

Abstract

Using 18 weeks of classroom data from a much larger ethnographic study, Kirkland examines the reading ideologies influencing the literacy engagement of a young Black male, Derrick. (To protect participants’ identities, this article uses pseudonyms in place of participants’ actual names.) In doing so, Kirkland theorizes about how young Black males express thoughts about reading through specific statements of identity—what he calls genres of self. He concludes that many Black males read or don't read based on their thoughts about particular reading tasks—which include complex and layered beliefs around texts, contexts (of instruction), and the subtexts that permeate both. Kirkland suggests that young Black men often express such beliefs through grammars of acceptance/rejection. However, when the situation of reading fits them (i.e., corresponds with their reading ideologies), Black males read and find pleasure, interest, and purpose in doing so.

Knowledge and Action for Change Through Culture, Community and Curriculum

“…Research is critical in the democratic struggle toward principles of social justice in our schools and society Hill 2009;Kirkland 2011). The literature encourages pedagogical, curricular and teaching innovations in sustaining and extending the richness of the past in the current struggle to overcome deficit theories and strive toward strengths-based approaches in education (Chang and Lee 2012;Morrell 2004;Paris 2011).…”

Critical Influences That Encourage Adolescent Boys to Engage in Leisure Reading

“…Other studies have found competence and selfefficacy were the most important motivators for boys to read (McDowell, Sweeney, & Ziolkowski, 2011;Smith & Wilhelm, 2004). Finally, other research showed that boys didn't reject reading universally, just in the form of school assignments because of the way it was presented (Fisher & Frey, 2012;Fredrick, 2006;Kirkland, 2011;Smith & Wilhelm, 2004). So the problem is, no one really knows what the problem is in terms of a consistent obstacle to boys reading for pleasure.…”

“…To identify influences on boys' literacy, the survey in this study will address questions of gender differences (Canadian Council on Learning, 2009;Clark, 2010;Fredrick, 2006;Guerra, 2012;Kirkland, 2011;Moeller, 2011;Smith & Wilhelm, 2004;Werderich, 2010), boys' feelings of competence in reading (McDowell et al, 2011;Smith & Wilhelm, 2004), and the role of teacher support and modeling (Boone et al, 2010;Bowen et al, 2012;Fisher & Frey, 2012;Fredrick, 2006;Gillespie, 2010;Werderich, 2010).…”

“…To confirm the various theories on what influences boys' literacy, the survey for this study will ask questions about gender differences (Canadian Council on Learning, 2009;Clark, 2010;Gillespie, 2010;Moeller, 2011;Werderich, 2010), African American motivation for reading and cultural capital (Guerra, 2012;Harris & Graves Jr., 2010;Hughes-Hassell & Rodge, 2007;Husband, 2012;Kirkland, 2011), feelings of competence and self-efficacy (Boone et al, 2010;McDowell et al, 2011;Smith & Wilhelm, 2004), and parental involvement (Harris & Graves Jr., 2010;Hughes-Hassell & Rodge, 2007).…”

“…The critical factors in fostering boys' literacy are motivation or interest, choice, competency or self-efficacy, and the role of the teacher (Elish-Piper & Tatum, 2006;Fisher & Frey, 2012;Fredrick, 2006;Kirkland, 2011;Smith & Wilhelm, 2004). These factors are discussed first, then other facets of adolescent male literacy are covered.…”