ERIC Number: ED477859
Record Type: RIE
Publication Date: 2003-Apr
Reference Count: N/A
High School Students' Responses to Alternative Value Stances Associated with the Study of Multicultural Literature.
Beach, Richard; Parks, Daryl; Thein, Amanda Haertling; Lensmire, Tim
In responding to multicultural literature, high school students may have difficulty interpreting characters' practices because they are not familiar with the cultures portrayed in these texts. One reason for the challenges in teaching multicultural literature is that high school students have difficulty interpreting the larger cultural or institutional forces associated with race, class, and gender systems. A qualitative research study determined how high school students' discussion of and writing about multicultural literature served to challenge and foster changes in their discourses related to race, class, and gender. Research questions led to a methodological framework involving several types of research, including classroom observation, discourse analysis of student discussions, student interviews, analysis of student journal writing, teacher reflections, and ethnographic research of the school and community at large. Research was conducted at a large urban high school of 1600 students in a "working class" section of a large midwestern city. Each of the 14 students in the multicultural literature class was interviewed twice for 40-45 minutes over the semester. Over time, some students did change in their value stances related to discourses of race, class, and gender, particularly in recognizing how racism, class attitudes, and sexism are constructed through language and discourses in both texts and their everyday lives. This suggests the value of responding to multicultural literature as evoking competing discourse perspectives. Further research is called for. Appended are: interview questions, coding of school culture data, and codes for analysis of classroom/interview data. (Contains 83 references.) (NKA)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (84th, Chicago, IL, April 21-25, 2003).