Book Selections of Economically Disadvantaged Black Elementary Students

The author identified books most often selected among a sample of economically disadvantaged Black 8- to 12-year-old participants (N = 293) and investigated reasons participants offered for choosing specific books. Participants self-selected books at a book fair providing 412 books. The most commonl...

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Veröffentlicht in:	The Journal of educational research (Washington, D.C.) D.C.), 2008-09, Vol.102 (1), p.51-64
1. Verfasser:	Williams, Lunetta M.
Format:	Artikel
Sprache:	eng
Schlagworte:	Advertising media African American Students Biological and medical sciences Black students Book selection book selections Children & youth Childrens literature Collection policy Economically Disadvantaged economically disadvantaged students Education Educational psychology Elementary School Students Familiarity Fiction Florida Fundamental and applied biological sciences. Psychology Gender Differences Grounded Theory Instructional Materials Interviews Literary criticism Literature Marketing Mass Media Effects Microphones Nonfiction Personal libraries Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Reading Reading Achievement Reading Interests Reading Material Selection Reading Materials Researchers School districts Studies Teachers Underpants Urban Schools
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Beschreibung
Zusammenfassung:	The author identified books most often selected among a sample of economically disadvantaged Black 8- to 12-year-old participants (N = 293) and investigated reasons participants offered for choosing specific books. Participants self-selected books at a book fair providing 412 books. The most commonly selected books supplied descriptive data. Participants most frequently chose fiction and series books and books reflective of the media and mass marketing. Girls selected nonfiction books more often than boys. In addition to the descriptive data, the author used participants' spontaneous talk and interview responses to formulate a grounded theory regarding why participants selected certain books. The author discusses the theory that everyday culture overarched participants' books selection descriptions and sources of familiarity.
ISSN:	0022-0671 1940-0675
DOI:	10.3200/JOER.102.1.51-64