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Graphic Novels and Critical Literacy Theory: Understanding the Immigrant Experience in American Public Schools

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Graphic Novels and Critical Literacy Theory: Understanding the Immigrant Experience in American Public Schools St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 5-2016 Graphic Novels and Critical Literacy Theory: Understanding the Immigrant Experience in American Public Schools Michael Maloy St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/education_etd Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Maloy, Michael, "Graphic Novels and Critical Literacy Theory: Understanding the Immigrant Experience in American Public Schools" (2016). Education Doctoral. Paper 250. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_etd/250 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. Graphic Novels and Critical Literacy Theory: Understanding the Immigrant Experience in American Public Schools Abstract The purpose of the study was to bring light to a persistent and growing problem in American public schools. There is a fundamental lack of understanding on the part of school personnel and native-born American students about the unique needs and challenges faced by English language learners (ELLs) and immigrant students in American schools. The study investigated if having students read graphic novels, while using critical literacy theory as an analytical lens, helped non-ELL students foster deeper understanding about the unique challenges facing ELL and immigrant children. This qualitative study employed an inductive analysis of data collected from classroom observations and focus groups. The findings suggest that eadingr graphic novels using critical literacy theory was effective in helping non-ELL students develop new connections and understandings about the issues faced by ELLs and immigrant children during their immigration journeys, particularly their experiences in American public schools. The findings also suggest that school leaders should provide teachers with targeted professional development about the unique needs of ELLs, the use of graphic novels, and the efficacy of critical literary theory. Further recommendation suggests school personnel also take steps to make their schools more welcoming and accommodating to ELL students and their families. Document Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Marie Cianca Second Supervisor Joellen Maples Subject Categories Education This dissertation is available at Fisher Digital Publications: https://fisherpub.sjfc.edu/education_etd/250 Graphic Novels and Critical Literacy Theory: Understanding the Immigrant Experience in American Public Schools By Michael Maloy Submitted in partial fulfillment of the requirements for the degree Ed.D. in Executive Leadership Supervised by: Dr. Marie Cianca Committee Member: Dr. Joellen Maples Ralph C. Wilson, Jr. School of Education St. John Fisher College May 2016 Copyright by Mike Maloy 2016 Dedication I dedicate this dissertation to my family, the five people who are the center of my universe. Foremost, I would like to acknowledge and thank my wife, Amy. We both know that this dissertation would not have been possible without your love, support, and patience. I appreciate the sacrifices you have made on my behalf; more than words can express. I would also like to thank my children, Chloe, Ella, Molly, and David. You have given me more patience, understanding, and support than I had a right to ask of you. You inspire me to be a better husband, father, and person every day. I am grateful to my dissertation chair, Dr. Cianca, and my committee member, Dr. Maples. Both of you showed a great deal of patience and support. There were more than a few challenging spots during my dissertation journey, but you both encouraged me to stay focused, to keep writing, thinking, and breathing. I am indebted to Sharon Ryan for her editing work and patience. Finally, I would like thank my colleagues in the Brighton Central School District, particularly Mr. Robert Thomas, Ms. Betsy Balling, and Dr. Vincent Mancuso. Your emotional support and goodwill were integral to this process. iii Biographical Sketch Mike Maloy has been a teacher and administrator in the Brighton Central School District for 20 years. Mr. Maloy attended the University of Rochester from 1989 to 1994 and graduated with a Bachelor of Science in History and Religious Studies in 1994. He attended Nazareth College from 1995 to 1998 and graduated with a Master of Science degree in 1998. Mr. Maloy began doctoral studies in the Ed.D. Program in Executive Leadership at St. John Fisher College in the summer of 2013. He pursued his research on using graphic novels and critical literacy theory as a means to investigate the experiences of immigrant students in American public schools under the guidance of Dr. Marie Cianca and Dr. Joellen Maples. iv Abstract The purpose of the study was to bring light to a persistent and growing problem in American public schools. There is a fundamental lack of understanding on the part of school personnel and native-born American students about the unique needs and challenges faced by English language learners (ELLs) and immigrant students in American schools. The study investigated if having students read graphic novels, while using critical literacy theory as an analytical lens, helped non-ELL students foster deeper understanding about the unique challenges facing ELL and immigrant children. This qualitative study employed an inductive analysis of data collected from classroom observations and focus groups. The findings suggest that reading graphic novels using critical literacy theory was effective in helping non-ELL students develop new connections and understandings about the issues faced by ELLs and immigrant children during their immigration journeys, particularly their experiences in American public schools. The findings also suggest that school leaders should provide teachers with targeted professional development about the unique needs of ELLs, the use of graphic novels, and the efficacy of critical literary theory. Further recommendation suggests school personnel also take steps to make their schools more welcoming and accommodating to ELL students and their families. v Table of Contents Dedication .......................................................................................................................... iii Biographical Sketch ........................................................................................................... iv Abstract ............................................................................................................................... v Table of Contents ............................................................................................................... vi List of Tables ..................................................................................................................... ix Chapter 1: Introduction ....................................................................................................... 1 Problem Statement ........................................................................................................ 12 Theoretical Rationale .................................................................................................... 12 Purpose of Study ........................................................................................................... 17 Research Questions ....................................................................................................... 18 Potential Significance and Importance ......................................................................... 18 Definition of Terms....................................................................................................... 19 Summary of Chapter ..................................................................................................... 20 Chapter 2: Review of the Literature .................................................................................. 22 Introduction and Purpose .............................................................................................. 22 Critical Literacy Theory ................................................................................................ 47 Potential Contributions of the Proposed Study to the Literature .................................. 55 Summary of Chapter ..................................................................................................... 56 Chapter 3: Research Design Methodology ....................................................................... 59 Introduction ................................................................................................................... 59 vi Study Methodology ....................................................................................................... 60 Research Context .......................................................................................................... 61 Research Participants .................................................................................................... 62 Research Procedures ....................................................................................................
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