ORCID

http://orcid.org/0000-0001-5092-2183

Date of Award

2021

Document Type

Dissertation

Degree Name

Philosophy (Ph.D)

Department

Education Specialties

First Advisor

Lisa Bajor

Second Advisor

Michael Sampson

Third Advisor

KRISTIN ANDERSON

Abstract

Underrepresented children of color living in poverty have become over-represented as unsuccessful literacy students. Within the last 20 years, new instructional practices have been developed to help practitioners better meet the needs of children often unintentionally neglected by traditional instruction. The purpose of this study was to identify the relationship inner city African American adolescents have with literacy. This topic explored home-based literacy exposure, the role engagement with the Eurocentric literary canon has on English class performance, and the relationship students have with

literacy in and out of school. Areas considered were the influence of family, home-based literacy exposure, and culturally relevant pedagogy. In tandem with the literature, a transcendental phenomenological qualitative approach was applied. By interviewing high school students, a firsthand account was gauged regarding their experience and exposure to literacy. From the verbatim transcripts, codes were established and categorized to inform the three emergent themes of this study.

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