A Qualitative Study Examining the Literacy Experiences of Male Middle School Students Inside and Outside of School

Autor/in	Colondres, Ari Raymond
Titel	A Qualitative Study Examining the Literacy Experiences of Male Middle School Students Inside and Outside of School
Quelle	(2023), (119 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of the Pacific
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-8886-4
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Males; Literacy; Student Experience; School Activities; Achievement Gap; Gender Differences; Nonformal Education; Independent Study; Peer Relationship; Social Support Groups; Learning Processes; Teacher Student Relationship; Help Seeking; Student Behavior + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Male; Männliches Geschlecht; Alphabetisierung; Schreib- und Lesefähigkeit; Studienerfahrung; Geschlechterkonflikt; Non-formal education; Non formal education; Nichtformale Bildung; Selbststudium; Peer-Beziehungen; Social support; Soziale Unterstützung; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Student behaviour; Schülerverhalten
Abstract	A literacy gap is a difference between a person's ability to read for understanding and meaning-making and their anticipated ability to read for their grade level. A larger proportion of males are at least one or more years below grade level in reading ability compared to their female peers. This reading difference is called the gender literacy gap. Students over one year below grade level are at an increased risk of dropping out of high school and face the possibility of diminished lifetime earnings. Gender, low levels of motivation, low socio-economic status, low engagement, and school perceptions of literacy are risk factors present in the literature. Middle school male students did not recognize how they used literacy outside the classroom as they interacted with literacy differently outside and inside the classroom. Out of the classroom, male middle school students used digital platforms such as Google, YouTube, and WhatsApp to learn about topics of authentic or personal interest. Physical media, such as textbooks, were referenced inside the classroom to complete teacher-assigned tasks. Data showed a significant preference for peer support outside and inside the classroom. However, inside the classroom, when the textbooks proved unsatisfactory, the students reached out to the teacher for assistance. This misalignment between how students learn produces adverse outcomes for male middle school students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01