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Cognitive Strategies of Underperforming African American Boys in Response to Children’S Literature

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Cognitive Strategies of Underperforming African American Boys in Response to Children’S Literature COGNITIVE STRATEGIES OF UNDERPERFORMING AFRICAN AMERICAN BOYS IN RESPONSE TO CHILDREN’S LITERATURE By EVIE ADAMS WELCH A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2008 1 © 2008 Evie Adams Welch 2 In memory of my Mother Mildred Rebecca Shaw-Adams June 5, 1919- May 4, 2004 3 ACKNOWLEDGMENTS Many professors’ ideas influenced the contents of “Cognitive Strategies for Underperforming African American Boys in Response to Children’s Literature.” First, to members of my dissertation committee, I wish to thank the Chair, Dr. Linda Lamme for teaching me the technical background about how children’s books were constructed. I learned how children’s books were carefully researched, while quality children’s books were skillfully crafted. Second, I wish to thank Dr. Ruth Lowery, my Co-chair for reading every page of the first proposal presented at the qualifying examination. Your comments led me to explore answers in the field of neuroscience where I found one answer to the guiding question for the study. Patrick Shannon was translated to me and provided unique experiences of looking at many social issues through the eyes of an immigrant. Third, I wish to thank Dr. Danling Fu for the suggestions given at the qualifying examination to organize the work into three major strands to explore one literacy problem, when I originally wanted to use children’s literature to present the findings from the 2003 Pilot Study about information processing and leave the rigorous researching of the literature about literacy to someone else. However, because of the suggestions, the manuscript became much richer. Finally, thank you Dr. Kenneth Kidd for teaching me that the Doolittle Series by Hugh Lofton were racist. Therefore, the section “White Racism: Its Deconstruction” was often painful to write, especially after analyzing racism as a social construct from a different level of consciousness. In addition, you taught me "boyology” and forced me to look at sex and gender, through new lenses. Therefore, the dissertation included a portion of all of your influences. However, the professors outside of the dissertation committee were often equally as powerful. In that vein, I wish to thank the following persons: Drs. Elizabeth Bondy who taught me Critical Theory, the classroom handout "Intelligence: Known and Unknowns" was most 4 valuable and was used as part of the methodology and to Dr. Dorene Ross for introducing me to Ruby Payne’s “A Framework for Understanding Poverty.” Payne’s cognitive processes' views and the non-verbal clues were also utilized for the study. And most of all, to Dr. Rose Pringle who gave me the best advice: “Stop looking for a book on the shelf. You must write it.” In addition, you gave me the background to understand neuroscience, while the resident doctors taught me the "science of learning” in the University of Florida’s Shands at Jacksonville with Cynthia Ferguson's help of supplying additional references to understand neuroscience while studying in the Borland Library Health Science Center. To Cranston Burney, the “self-taught” Ph. D. of political and African American socio- economic culture and political affairs at the Jacksonville Public Library and to Arthur Findley a political ally; both of you helped me to understand the contemporary, cultural history of Jacksonville. I also wish to thank Sarah Traylor in the Office of Graduate Minority Programs that provided moral support and financial assistance during my attendance at the University of Florida. But most of all, I wish to thank Dr. Michael Bowie and Shirley St. Juste of the CROP Program. Dr. Bowie caught the vision of the research and purchased the Learning and Study Strategies Inventory-HS (LASSI) computer version from the 2003 CROP funds, 422950105Q011, for the Pilot Study, through the College of Education, Recruitment, and Multicultural Affairs. I thank your Office for supporting this research morally and financially. 5 TABLE OF CONTENTS page ACKNOWLEDGMENTS ...............................................................................................................4 LIST OF TABLES.........................................................................................................................10 LIST OF FIGURES .......................................................................................................................11 ABSTRACT...................................................................................................................................12 CHAPTER 1 BACKGROUND FOR THE STUDY ....................................................................................14 Introduction.............................................................................................................................14 Statement of the Problem........................................................................................................16 Purpose of the Study...............................................................................................................21 Significance of the Study........................................................................................................21 Definition of Terms ................................................................................................................22 2 REVIEW OF LITERATURE.................................................................................................27 Introduction.............................................................................................................................27 Social Effects on Learning......................................................................................................28 A Socio-historical Perspective: African Americans’ Quest for Literacy ........................30 General Attitude toward African American Males .........................................................36 Refusal to Learn: “I Won’t Learn from You” .................................................................37 White Racism: The Struggle for Its Deconstruction .......................................................41 An American dilemma .............................................................................................42 It’s all in the mind: The pathological problem.........................................................44 Before Brown v. Board of Education: The trailblazers............................................45 A few brave men: The psychologists .......................................................................48 “Physicians Heal Thyself”: The medical community ..............................................51 DNA and zebrafish stories: The scientists ...............................................................58 The gate keepers: Some of the social and political scientists .................................59 The change agents: The educators............................................................................60 Gender .............................................................................................................................64 Poverty and Class ............................................................................................................66 Class, Culture, and African Americans ...........................................................................68 Monocultural Curriculum................................................................................................72 Low Literacy Environment..............................................................................................73 Summary: Social Effects on Learning....................................................................................75 Cognitive Processes for Learning...........................................................................................80 Two Psychiatrists’ Suggestions and Views about Learning............................................81 Multicultural Literature Usage ........................................................................................83 6 Cognitive-developmental dimension of reader response .........................................84 Information processing using short-and long-term memories .................................86 Critical Thinking .............................................................................................................89 African American Boys, “What’s Your Major Academic Problem?” ............................91 Summary: Cognitive Processes for Learning .........................................................................93 Reading for Cognitive Development......................................................................................95 Reading Selections for African American Boys .............................................................95 Reading Skills for Cognitive Development.....................................................................96 K-5, word recognition skills and comprehension.....................................................97 K-6 reading comprehension skill .............................................................................98 Grades 4-10, reading skills for efficient study .........................................................98 Information-processing Skills for Disadvantaged Readers and Learners .......................99 The dominant-specific knowledge approach..........................................................101 The
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