Cultivating an Adolescent Black Girl's Literacies Through Culturally Situated Reader Response: Implications for Home-School Connections

• In Event: Marriott Roundtable Session One
  In Roundtable Session: Centering Race and Identity in Writing and Literacies (Table 9)

Abstract

The Black/African American community used Black literary societies to counter hegemony by developing Black literacies (knowledge of language, history, and culture of Black/African American people; Muhammad, 2012). This single-case study focuses on Black literacies by exploring the language identities expressed by an adolescent Black/African American girl when reading Black literature. Using culturally situated reader response theory (Brooks & Browne, 2012), the researcher analyzes meaningful connections made by the adolescent during reading transactions (Rosenblatt, 1988). Findings reveal the double consciousness (Du Bois, 1989) Black/African American adolescents often experience when their home literacies, Black literacies, are not valued in the classroom. Findings suggest a need for the development of Black literacies to transition between the home and the classroom.

Author

• Phyliciá Anderson, Texas Woman's University
  Presenting Author