Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
William Anderson
Committee Member
Barbara Packer
Keywords
African-American students, appreciation, achievement, classroom, comparisons, comprehension, critical discourse analysis, culturally diverse learning environment, English literature, essay tests, experience, goal setting, group discussion, high school students, integration, interpretation, literature, minority students, multicultural literature, Multiethnic Literature, multiple-choice tests, ninth grade, one-on-one conferencing, parent involvement, personal connections, reader responses, reading, silent reading, student achievement, teachers, teen issues, thematic subjects, traditional literature, Venn diagrams, writers, written responses
Abstract
This applied dissertation was designed to provide information on the achievement of ninth grade African-American students in English literature. Students fail to comprehend, make comparisons and connect personal experiences to traditional literature taught in the classroom. Goals included assisting students in comprehension, comparison and connecting experiences by integrating multicultural literature.
The writer exposed students to traditional and multicultural literature through silent reading both inside and outside the classroom setting. Multiple-choice, short answer, Venn diagram exercises and essay tests were given. Critical discourse analysis sessions were held to evaluate comprehension in a group discussion. Written reader responses were recorded as well as achievement goals. One on one-conferencing sessions with the writer and the students were established to evaluate process and interpretation of literature. Teachers were given multicultural material with thematic subjects of current teen issues to use in the classroom.
An analysis of the data revealed that student achievement increased with the integration of multicultural literature. Students were able to comprehend, make comparisons and make personal connections to the literature. Students also felt comfortable in discussing literature that addressed current teen issues. Parent involvement decreased but the remaining parents were pleased with their child’s progress. Teachers enjoyed the additional literature and agreed that a balance of both traditional and multicultural literature would create a well-rounded and culturally diverse learning environment. Students gained an appreciation for multicultural writers and the diverse cultures prevalent in the literature.