Document Type
Dissertation
Degree
Doctor of Philosophy (PhD)
Major/Program
Curriculum and Instruction
First Advisor's Name
Dr. Jaqueline Lynch
First Advisor's Committee Title
Committee Chair
Second Advisor's Name
Dr. Andy Pham
Second Advisor's Committee Title
Committee member
Third Advisor's Name
Dr. Angela Salmon
Third Advisor's Committee Title
Committee member
Fourth Advisor's Name
Dr. James Burns
Fourth Advisor's Committee Title
Committee member
Keywords
Motivation, Literacy Achievement, Curriculum and Instruction, Book Club, Culturally Sustaining Pedagogy
Date of Defense
6-14-2022
Abstract
Culturally sustaining pedagogy includes centering students’ cultural identities, languages, and practices in the classroom. Such practices have had positive effects on the reading achievement and motivation of African American students. In particular, communalism and interdependence are cultural themes that are preferred by African American students and parents. Book clubs are a long-standing literacy activity that centers student voices and social interactions as the basis of student learning.
This mixed-methods intervention study was conducted to determine the effects of a culturally sustaining book club on second and third-grade African American students’ motivation and reading achievement at a Title I school as an afterschool activity. It was also designed to gather student feedback on the intervention given the limited research on student perspectives. A total of 30 students participated in the study (15 in the intervention group and 15 in the control group). The book club was designed to incorporate culturally relevant books as well as participants’ learning preferences, such as communalism through peer-led discussions and collaborative work. Quantitative data were collected before and after the 6-week intervention through a motivation survey (Motivation to Read Profile-Revised) and a reading assessment measure (i-Ready). The results showed no significant difference between the control and intervention groups. Qualitative data were collected through student focus groups, video-recorded book club sessions, voice-recorded peer-led discussions, teacher interviews, and unit work samples. Four major themes emerged: increase in reported reading motivation; comprehending texts and achievement: cultural and personal associations with literature; communal learning; and access to culturally relevant texts. Although there were no significant quantitative findings, the qualitative results corroborated previous research on peer-led collaboration and culturally relevant books to promote motivation and reading achievement.
Identifier
FIDC010737
Recommended Citation
Jones, Brittney C., "A Culturally Sustaining Book Club: The Examination of African American students' Motivation and Literacy Achievement" (2022). FIU Electronic Theses and Dissertations. 5061.
https://digitalcommons.fiu.edu/etd/5061
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons, Online and Distance Education Commons, Other Education Commons
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