Literacy Practices for African-American Male Adolescents

Focusing on African-American males, the author describes how current school literacy practices and policies are overly generic and miss the mark.  Placing student-centered learning in the context of race and gender, this paper reviews literature on factors that impede reading achievement, provides a socio-historical perspective for advancing African-American male literacy, proposes a framework of literacy instruction, and discusses implications for research, policy, and practice.

Click here to watch a brief video of an interview with the paper's author, Alfred Tatum.