NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ973437
Record Type: Journal
Publication Date: 2012-Apr
Pages: 39
Abstractor: As Provided
Reference Count: 85
ISSN: ISSN-0007-8204
Exploring the Significance of Social Class Identity Performance in the English Classroom: A Case Study Analysis of a Literature Circle Discussion
Thein, Amanda Haertling; Guise, Megan; Sloan, DeAnn Long
English Education, v44 n3 p215-253 Apr 2012
English educators at all levels have endeavored to understand difference in their classrooms both in terms of the content that they teach and in terms of the social and cultural identities of students in their classrooms. However, although educators have come a long way in understanding identity as it is constituted by race and gender, much work is needed for social class identity to be understood with nuance and complexity. This article explores the salience of class identity as it affects one aspect of learning in the English classroom--literary interpretation. Specifically, this article draws on data from a six-week literature circle unit in which four white, socioeconomically diverse students discussed Dorothy Allison's "Bastard Out of Carolina". By examining and uncovering the students' social class identity performances as they influenced both their participation and interpretations in the literature circle, this article sheds light on the significance of social class identity in the English classroom and makes a case for the importance of a more thorough consideration of social class in teaching and research in English education. (Contains 2 notes and 2 tables.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 10; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A