Culturally Sustaining Literacy Practices With Adult Males Who Were Incarcerated

• In Event: Cultivating Learning Environments Through Culturally Relevant Practices

Abstract

We conducted a qualitative case study in a male adult re-entry correctional institution in a southeastern state. Our purpose was to explore students’ experiences while enrolled in a culturally sustaining literacy program that we designed. The program included authentic real-world literacy and multicultural audiobooks, and two teachers and the director implemented this curriculum. Qualitative data included a researcher’s reflexive journal (director/PI), teachers’ observations, writing samples, a learning satisfaction survey, reading responses and a focus group interview. Twenty-four students volunteered to participate: two Hispanic, two Caucasian, and twenty African American. We utilized constant comparison to analyze the data. Major themes include audiobook engagement, teacher-student interaction, appreciation, and continue the program.

Authors

• Susan V. Bennett, University of South Florida - St. Petersburg

• AnnMarie Alberton Gunn, University of South Florida - St. Petersburg