The Effect of Young Adult Literature on Adolescents' Rape Myth Acceptance

Malo-Juvera, Victor

doi:10.25148/etd.fi12041115

Cited by 20 publications

(64 citation statements)

References 139 publications

(227 reference statements)

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“…Their discussion gave students who read the book a shared experience and an opportunity to discuss something that is typically a taboo subject for a classroom (Malo-Juvera, 2014). As evidenced by this study, reading Anderson's YA novel in class, and discussing it, had a more positive effect on the attitude of boys about whether girls were somehow complicit in the rape rather than victimized as compared to a class based on rape education with no fiction reading experience (Malo-Juvera, 2014). In other words, it seems that students who live these real-world experiences vicariously through reading YA novels are able to experience the cognitive and emotional growth associated with experiencing these problematic situations in a way that does not bring them physical harm.…”

Section: B E N E F I T S O F R E a D I N G Ya L I T E R A T U R E B Ementioning

confidence: 57%

“…This rigor takes the form of higher levels of text complexity, in addition to emphases on non-fiction or for YA to provide a solid venue for the types of skills teachers feel pressured to teach in their classrooms through movements like CCSS (Goering & Connors, 2014;J. Hayn et al, 2016) This deficit indicates that the impact of YA literature in the classroom is, indeed, a topic worthy of study (Beumer Johnson, 2011;Hayn et al, 2011;Malo-Juvera, 2014;Thompson, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Using Young Adult (YA) Literature in a Classroom: How Does YA Literature Impact Writing Literacies

Hays

2016

StudyAndScrutiny

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While English teachers are working to incorporate various versions of the Common Core State Standards into their curriculum, they are often emphasizing canonical fiction over alternative literature that students may connect with at a higher engagement level. Young Adult (YA) literature may help teachers meet the needs of the whole student as well as local standards. The purposes of this study were (1) to explore how students engaged with reading and writing after reading YA literature, (2) to evaluate whether the YA students’ writing samples differed from the canonical group’s, (3) to determine if students see themselves as better writers after the experience, and (4) to examine the teacher’s perception of reading YA Literature. The research was conducted in a single teacher’s 9th grade classes at an urban high school in the Southwest with a primarily Hispanic population. Two groups worked with canonical literature, and two groups worked with YA literature. All students were given a modified version of the Daly Miller Writing Apprehension Survey before and after they read either a YA short story or a classic short story. They then constructed a writing sample using the same generic prompt for all groups. Several students and the teacher were interviewed after the process. Quantitative results showed that students who read the YA pieces increased their mean score on the modified Daly Miller Survey. Their writing samples had a greater mean score than the canonical group. The qualitative results also indicated greater engagement and understanding of the YA literature, while the teacher expressed enjoyment in teaching both pieces since they were both received well by the students. Finding that students improved in a quantifiable way after using YA literature indicates that there are pedagogical reasons to incorporate YA literature in the classroom, in addition to enhancing enjoyment.

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Section: B E N E F I T S O F R E a D I N G Ya L I T E R A T U R E B Ementioning

confidence: 57%

Section: Introductionmentioning

confidence: 99%

Using Young Adult (YA) Literature in a Classroom: How Does YA Literature Impact Writing Literacies

Hays

2016

StudyAndScrutiny

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“…When utilizing the lens of sexual script theory, it is important to consider that peers are not the only source of social norms. Study findings highlight the fact that social norms are also influenced by as family, media, education, culture, and other social institutions (Bohner et al, 2010;Edwards & Vogel, 2015;Hust et al, 2014;Malo-Juvera, 2012). Sexual scripts are constructed based on influence and information from these multiple sources, including peers, as well.…”

Section: Measuring Sexual Orientationmentioning

confidence: 78%

Affirmative Consent Endorsement and Peer Norms Supporting Sexual Violence Among Vulnerable Students on College Campuses

Glace¹

2000

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Understanding how students endorse affirmative consent in their sexual relationships is essential to sexual violence prevention. Some research has indicated thatLGBT students and students with disabilities may negotiate and endorse consent uniquely because of socially constructed traditional sexual scripts. Research indicates gender differences may exist as well. The proposed research examines differences based on gender, LGBT status, and disability in affirmative consent endorsement and peer norms around sexual violence. Results indicated that women, nonbinary students, LGBT students, and students with disabilities were significantly less likely than their privileged counterparts to indicate low endorsement of affirmative consent. Results also indicated that women and some LGBT students are significantly less likely than their privileged counterparts to indicate high peer norms supporting sexual violence. Limitations, implications, and future directions are discussed. AFFIRMATIVE CONSENT AMONG VULNERABLE STUDENTSii Acknowledgements

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“…Fay and Medway (2006), however, found that rape myth acceptance decreased in their study of students transitioning to high school with the use of a specific activity programme. More recently, Malo-juvera (2012) found that use of a young adult fiction book, Speak (Anderson, 1999), reduced rape myth acceptance in a high school group compared with a control group. In Scotland, sexual health and health promotion practitioners have been engaged in the development, delivery and evaluation of Rape Crisis Scotland's sexual violence prevention pack, a programme of prevention education delivered to young people in schools and youth groups (DMSS Research, 2014).…”

Section: Educationmentioning

confidence: 99%

Stopping rape

Lombardo¹,

Francis²,

Sugarman³

et al. 2015

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The Effect of Young Adult Literature on Adolescents' Rape Myth Acceptance

Abstract: Whenever there was a question, Dr. Bliss had the correct answer. Dr. Laurie Shrage generously shared her knowledge of feminist theory and women's studies that were critical in completing this work. I would also like to thank Dr. Patricia Barbetta and Dr.

Cited by 20 publications

References 139 publications

Using Young Adult (YA) Literature in a Classroom: How Does YA Literature Impact Writing Literacies

Using Young Adult (YA) Literature in a Classroom: How Does YA Literature Impact Writing Literacies

Affirmative Consent Endorsement and Peer Norms Supporting Sexual Violence Among Vulnerable Students on College Campuses

Stopping rape

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