The Performance and Construction of Subjectivities of Early Adolescent Girls in Book Club Discussion Groups

Abstract

This study examines the performance and construction of subjectivities of four early adolescent, sixth-grade girls as they read and discussed a novel about two adolescent Mexican children seeking a new life in America. Using data gathered through ethnographic methods such as participant-observation, interviews, dialogue journals, and book club discussions, the author describes the participants as they performed their subjectivities in various contexts, focusing specifically on their performances while reading and discussing the novel in book club groups. The girls' conversations about themselves suggested that they engaged in ongoing constructions of their subjectivities as they interacted with the text and with each other. Analysis of data was inductive and was informed by theories of experiential response as developed by Louise Rosenblatt and others. The discussion groups provided a fertile environment in which the girls could reflect on the text, share responses, argue opposing viewpoints, and negotiate shared meanings. During the discussions of the novel, the girls debated a variety of personal and social issues, sometimes recognizing and verbally acknowledging shifts in their values, beliefs, and attitudes as they negotiated meanings and clarified understandings.

Asian English language learners’ identity construction in an after school literacy site

“…The role that the multicultural literature played in the RTW club in my research is congruent with how the students in studies such as Broughton's (2002) and Vyas's (2004) responded positively to literature that depicted characters like themselves. Nevertheless, it is important to note studies that utilized multicultural literature but that did not elicit personal responses from students.…”

“…(p. 20-21) Many studies in literacy research have utilized this format to explore students' identities and identity construction, such as Latina middle school girls (Broughton, 2002), Asian high school girls (Vyas, 2004), African American and white girls (Smith, 2005), and African American high school girls (Sutherland, 2005). Although literacy scholars have included minority adolescents in their research, the studies continue to display a limited range in terms of featuring minority students beyond certain already established research populations, which constitutes a significant gap in the literature (Dressman & Webster, 2001).…”

“…Similar to SLA researchers, many literacy scholars have paid increasing attention to learners' identity construction during literacy activities (Arnett Jensen, 2003;Athanases, 1998;Broughton, 2002;Fecho, 2002;Heath, 1983;Ortmeier-Hooper, 2008;Sutherland, 2005;Vyas, 2004).The growing number of linguistically and culturally diverse students in North American schools has prompted scholars to encourage incorporation of students' cultures, which are important aspects of their identities, into school curricula. Validating their cultures and languages in school is believed to lead to academic success (Au, 2001;Banks, 2001;Cummins, 1996;Delpit, 2006;Gay, 2000;Ladson-Billings, 1994;Lopez, 2003;Moll & Gonzalez, 2004;Nieto, 2002;Olsen, 1997;Valenzuela, 1999).…”

Between Response and Interpretation: Ideological Becoming and Literacy Events in Critical Readings of Literature

“…I have considered this "norming" process in relation to community standards and masculinity in boys' responses to literature (Pace & Lowery, 2001). However, this effect is also quite visible in girls' public responses in literature discussions (Barbieri, 1995;Broughton, 2002;Brown & Gilligan, 1992;Finders, 2001). This research suggested that girls do not publicize personal perceptions that counter gender-role stereotypes (e.g., Broughton, 2002;Cherland, 1994;Enciso, 1998).…”

Literacy Lessons: The Convergence of Expectations, Practices, and Classroom Culture

“…These norms, established through implicit or tacit transactions between teacher and students and among students, become the standards by which the student views herself as participant. In this sense, social interaction in classroom settings provides the context in which students and teachers construct, reconstruct, and give meaning to their subjectivities and their actions (Broughton, 2002;Lewis, 1997;McCarthey, 1998).…”