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

A Study of Black Adolescent Females Writing in an Urban Public School Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Heather Bennaé Hill, M.A. Graduate Program in Education: Teaching & Learning The Ohio State University 2017 Dissertation Committee: David M. Bloome, Advisor Patricia Enciso Valerie Kinloch Anika Anthony Copyright by Heather Bennaé Hill 2017 Abstract 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? 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. 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 [insert a description of the school and classroom here]. This dissertation reports on the writing and writing interactions of three adolescent females of African heritage and ii 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. 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. 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. 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) iii 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. iv Dedication To the bitter ends of the pages To the last note in the score To the final drops Cry. Sweat. Bleed. Joy will eventually come in the morn’ This dissertation is dedicated to my dearest inspirations and my greatest loves, Harper, Ryan, and Raymond v Acknowledgments First, I want to acknowledge the brilliant Black adolescent female students who allowed me into their lives and into the stories, feelings and the emotions planted in the speech and silence(s) behind their classroom writing. Without them, I would not and could not have been able to talk about the nature of writing in schools or engage others in action toward social change. I am also deeply grateful to my advisor and each of my committee members: Dr. David Bloome, Dr. Valerie Kinloch, Dr. Patricia Enciso, and Dr. Anika Anthony. Dr. Bloome, the way you live your life speaks volumes about what it means to be a teacher, a scholar, and a friend. Your patience, your compassion, and your willingness to listen are inseparable from your tireless work ethic and your commitment to life and work without complaint. Whether it was conversations, critique, or opening up your home and your pantry to me, you have supported and inspired me through this process. I take with me the challenge to be “a witness.” Dr. Enciso thank you for introducing me to the world of dramatic inquiry. The opportunity you gave me to work on the Stand Up for Shakespeare projects allowed me to see and think deeply about the embodied nature of teaching and learning as well as the transformative power and potential of social interaction in classroom contexts. My vi participation in that project changed forever the way I thought about reading and writing, and about issues of access and community in the context of teaching and learning. To Dr. Kinloch, thank you for always pushing me to consider the “so what” of my work. You and your work offer a lighthouse for social praxis. With a commitment to social justice and excellence, you defy boundaries and borders, and in so doing leave behind an emblazoned path for others to follow. Thank you for your continued support. My warm and sincere thanks are extended to Dr. Anika Anthony, whose feedback has been a source of hope and inspiration, particularly in the “dips” of the process. Thank you for always reminding me of life in and beyond this moment and for letting me into your thinking and writing and parenting processes. Your transparency and words of encouragement have been instrumental in activating and reactivating my faith and in empowering me to pursue lives in and beyond the academy. My special thanks go to Kris Coleman, whose question of what I wanted to do with my life sent me on this mission for educational reform. I also extend my special thanks to my “doc-moms”: Ashley Patterson, Sarah Gallo, Erica Womack, Brooke Garad-Harris, Carlotta Penn, Allison Wynholf-Olsen, and Kerry Dixon who offered their time, encouragement, and support in helping me through the loss of my father, the birth of my two girls, and the writing of this dissertation. Thank you Allison Prasad for reading, writing, and praying with and for me through this process. Although we have been separated by thousands of miles, the ability to laugh, cry, pray, analyze, debate, was critical. vii My additional gratitude is for my dear friend Emily Nemeth, whose grace, humility, and work ethic are inspiring. Emily, thank you for the long Skype sessions and for always taking time to see, hear, and understand me (and magically send snail mail!). As the world of dissertation writing is situated in experiences of death/birth, joy/pain, and ups/downs, your unwavering support in word and deed has meant the world to me. Thank you for travelling with me in this journey. I also thank the countless friends and colleagues, such as Kim Santiago, Sanghee Ryu, Gilbert Kaburu, and Theo Ressa, who shared conversations, advice, food, coffee and tea—thank you! Thank you to my brothers: Shawn and Maurice. You two are men of great strength, faith, and resilience. “Iron sharpens iron”: know that only through your love and your embodiments of persistence, and dogged determination – that I am and have been because you two are. I am deeply grateful to my mother, Regina Crosby. Thank you, mom! Now that I am mother, I am beginning to grasp the level of sacrifice you have made, the wells of faith you tapped, and the deepest levels of love and commitment you have shown, and I am forever grateful. Thank you for supporting me unconditionally, praying without ceasing, and for encouraging me along the way. This moment is ours. Finally, I want to thank my husband Raymond. The love and appreciation I have for you cannot be contained on this page. You are my best friend, my biggest supporter, and the best partner possible! Your selfless commitment, your love, your wisdom, and your counsel have been my sources of stability and strength throughout this process. Thank you for seeing in me what I had never seen or imagined in myself, and thank you viii for being the kind of man/father/husband that we dream of for our daughters. Thank you for you. Teamwork makes the Dream(s) work! ix Vita May 2001 .......................................................Hawken Upper School 2004 ...............................................................B.A. Political Science, English (minor) Bowling Green State University 2008 ...............................................................M.P.A. Public Policy & Management, The Ohio State University 2010................................................................M.A. Educational Administration, The Ohio State University 2011 to 2016 .................................................Graduate Teaching Associate, Department

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