The Influence of Reading a Young-Adult Novel About Social Justice, with Dialogue Journals, on Students' Empathy and Academic Skills

Authors

Carmen M. Marroquin, Florida International UniversityFollow

Document Type

Dissertation

Degree

Doctor of Philosophy (PhD)

Major/Program

Teaching and Learning

First Advisor's Name

Joyce C. Fine

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Rebecca Christ

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Keisha McIntyre-McCullough

Third Advisor's Committee Title

Committee Member

Fourth Advisor's Name

Andy Pham

Fourth Advisor's Committee Title

Committee Member

Keywords

social justice, english, reading, language arts, dialogue journals, empathy, writing

Date of Defense

10-18-2022

Abstract

The purpose of this study was to determine if a relationship exists between using dialogue journals (DJs) while reading a young-adult novel and students’ empathy development and academic skills. The researcher applied a convergent mixed methods design to research and analyze the data from both quantitative and qualitative perspectives to compare the results and tell a broader story. The quantitative data were derived from a pre and post Interpersonal Reactivity Index (IRI) questionnaire. Ninth-grade students (n=137) read a young-adult novel, The Hate U Give (Thomas, 2017), and completed the questionnaire before and after reading the novel. Additionally, some students from the sample (n=47) participated in using DJs to answer questions and discuss the novel in writing with the teacher and their peers. A basic qualitative research design was implemented to provide a broader view of the data. Then, a thematic analysis was employed to report the major themes found through coding of the dialogue journals with culturally relevant pedagogy as a framework.

Results from the paired samples t-tests revealed significant differences in the means from the pre- and post-administration of the questionnaire for the fantasy scale (FS), empathic concern scale (EC), and personal distress scale (PD). By comparing the pre- and post-questionnaire responses of students who read the book, their empathy increased toward fictional characters, and in feeling sympathy towards others. Also, their feelings of despair towards negative circumstances decreased. To investigate if there was a significant difference in empathy because of the DJs, the analysis of covariance (ANCOVA) showed that there was no change in empathy between students who used the DJs and those that did not.

Instructional implications include teachers using pre-selected books and guided discussion to help promote the development of empathy and perspective taking in students while also addressing students’ academic skills. Until now, limited research exists on the relationship between literature and empathy and DJs and writing skills for high school students. This study builds on that and contributes to the importance of choosing a young-adult novel while using DJs.

Identifier

FIDC010891

Recommended Citation

Marroquin, Carmen M., "The Influence of Reading a Young-Adult Novel About Social Justice, with Dialogue Journals, on Students' Empathy and Academic Skills" (2022). FIU Electronic Theses and Dissertations. 5181.
https://digitalcommons.fiu.edu/etd/5181