Identifier

etd-11072014-140029

Degree

Doctor of Philosophy (PhD)

Department

Education

Document Type

Dissertation

Abstract

This dissertation examines how Black students formulate representation of African American in African American young adult literature. It also explores the effects of race in reference to how characters are portrayed, publishing industry practices, and how African American literature is taught in the secondary classroom. In this study, I utilized qualitative research methods, specifically, phenomenology to place meaning on any occurrences cited by the participants. Data was collected using an initial interview, and a follow up interview to help clarify data collected from participants. This dissertation argues that race and gender constructs how characters are portrayed in African American young adult literature. This dissertation also argues that how participants interpret these portrayals of race and gender will depend on prior social interaction and experiences with African American literary works. Some may argue that because African American literature does display images that are associated with African American culture, there are no disparities in the works. By challenging the portrayals of Black characters in African American young adult literature, there could be a change in how this literature is written and in how African American young adult literature is viewed within the publishing industry.

Date

2014

Document Availability at the Time of Submission

Secure the entire work for patent and/or proprietary purposes for a period of one year. Student has submitted appropriate documentation which states: During this period the copyright owner also agrees not to exercise her/his ownership rights, including public use in works, without prior authorization from LSU. At the end of the one year period, either we or LSU may request an automatic extension for one additional year. At the end of the one year secure period (or its extension, if such is requested), the work will be released for access worldwide.

Committee Chair

Fasching-Varner, Kenneth

Included in

Education Commons

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