Tailoring classroom instruction in literacy to
capture and sustain the interest and effort of boys
and young men has been advocated for many years
(Smith and Wilhelm 2002, 2006; Zambo and Brozo
2008), as well as to address the needs of African
American males (Tatum 2006, 2008, 2009, McWhorter
2006). Accordingly, the performance of males in
literacy, particularly boys and young men of color,
should receive special attention.
Wood and Jocius (2013) recommend an approach
for black males that incorporates culturally relevant
texts, collaboration, and critical conversations.
Engaging students with texts that reflect themselves
as protagonists is important to help students make
connections in more personal ways. “Teachers need
to carefully design literacy experiences that both encourage critical examination of texts and foster
personal and emotional connections” (665). Tatum (2009) argues for literacy as a collaborative act
and urges the selection of “enabling texts” that connect with the lives of African American adolescent
males inside and outside of school. Serafini (2013) suggests a number of practices to reach all boys:
- Provide wider access to reading materials
๐ Books and texts should focus on plot, be visually appealing, purposeful, relatable, edgy, and
humorous - Balance fiction and informational texts
๐ Support browsing
๐ Use shorter texts
๐ Provide extended amounts of time to read๐ Reduce the focus on after reading activities
๐ View reading as a social activity
๐ Focus on visual and multimodal texts๐ Invite male readers into the classroom
๐ Develop boys’ identities as readers
Actively engaging all youth in reading, writing, thinking, and communicating is critically important;
it is even more so for boys and young men who may not otherwise see the potential of literacy for
enriching and expanding their worlds.
Conclusion
California is committed to equity and access for all learners. Ensuring that students achieve their
highest potential is a challenging and multi-faceted endeavor, but it is one that can be accomplished
by knowledgeable, skillful, and dedicated teams of educators who work closely with families and
equally dedicated communities. Our children and youth deserve no less, and our state and nation will
be stronger as a result.
Tailoring classroom instruction in
literacy to capture and sustain the
interest and effort of boys and young
men has been advocated for many
years, as well as to address the
needs of African American males.
Accordingly, the performance of
males in literacy, particularly boys
and young men of color, should
receive special attention.Access and Equity Chapter 9 | 929