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A Study of Black Adolescent Females ...

Hill, Heather Bennae.

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A Study of Black Adolescent Females Writing in an Urban Public School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Study of Black Adolescent Females Writing in an Urban Public School./
Author:	Hill, Heather Bennae.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	234 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10610173
ISBN:	9781369839067

A Study of Black Adolescent Females Writing in an Urban Public School.
Hill, Heather Bennae.

A Study of Black Adolescent Females Writing in an Urban Public School. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 234 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2017.

The purpose of the study is to contribute grounded theoretical constructs that address the gap in the knowledge about the classroom-based writing of Black adolescent females. The study focuses on the following research question: How do the contexts of language arts classrooms in urban public schools influence the writing of Black adolescent females?

ISBN: 9781369839067Subjects--Topical Terms:

532624
Language arts.

A Study of Black Adolescent Females Writing in an Urban Public School.
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100 1 $a Hill, Heather Bennae. $3 3288470
245 1 2 $a A Study of Black Adolescent Females Writing in an Urban Public School.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 234 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: David M. Bloome.
502 $a Thesis (Ph.D.)--The Ohio State University, 2017.
520 $a The purpose of the study is to contribute grounded theoretical constructs that address the gap in the knowledge about the classroom-based writing of Black adolescent females. The study focuses on the following research question: How do the contexts of language arts classrooms in urban public schools influence the writing of Black adolescent females?
520 $a The theoretical framework of the study is grounded in theories of writing as an ecological process constituted by interactions among systems of ideas, purposes, interpersonal interactions, cultural norms, and textual forms. In this framework, writing is viewed as more than an individualized interaction between a writer and her ideas; it is a social and interactive process that is situated between people, places, spaces, and ideas.
520 $a The study was conducted in an eighth-grade English literature and composition classroom in an urban public secondary school where 68% of the student population are native-born and newcomer students of African heritage, 18% are of Latina/o heritage, 11% are White, and 85% of the students receive lunch free of charge or at a reduced price. This dissertation reports on the writing and writing interactions of three adolescent females of African heritage and varying ethnic backgrounds: Layla is a native-born student from the Midwest, and Mali and Nia, respectively, are children of immigrant families from West African countries.
520 $a The methodology employed was qualitative. The study began on 20 August 2014 and the field work was completed on 20 March 2015. The data collections methods employed were participant observations, field notes, interviews, and students' classroom writing. The perspectives of thematic and discourse analysis were used to examine the data.
520 $a The major findings of the study were as follows: 1) the writing prompts, graphic organizers, and expectations for writing provided in the classroom constrained the students' opportunities to write about their emotions, their racialized perspectives, and their individuality; 2) the writing prompts, graphic organizers, and expectations for writing provided in the classroom constrained the students' writing process, that is, how they translated and organized their ideas into a written product; 3) the writing prompts, graphic organizers, and perceptions of the school's expectations for writing provided in the classroom constrained the students' writing process, that is, their ability to construct relationships to and with their peer-readers through writing.
520 $a The implications of the study are as follows: 1) the contexts of academic writing are not differentiated according to the needs, abilities and interests of Black adolescent students; 2) the tools used to support student writing and contexts of writing presume to identify students as "non-writers," and they do not differentiate according to their needs, abilities, or interests as student-readers and writers; students are not acknowledged as readers or writers; 3) students are not provided opportunities to use writing powerfully; 4)writing prompts and graphic organizers are not neutral, but are racialized tools reflecting the norms, values, and discourse patterns of the dominant racial group, which construct or constrain students opportunities to "come to voice" in school.
590 $a School code: 0168.
650 4 $a Language arts. $3 532624
650 4 $a Reading instruction. $3 2122756
650 4 $a African American studies. $3 2122686
650 4 $a Gender studies. $3 2122708
650 4 $a Secondary education. $3 2122779
690 $a 0279
690 $a 0535
690 $a 0296
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710 2 $a The Ohio State University. $b EDU Teaching and Learning. $3 1672312
773 0 $t Dissertation Abstracts International $g 78-10A(E).
790 $a 0168
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10610173