ERIC EJ1125480: Shifting Lenses on Youth Literacy and Identity

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Shifting
Lenses on
YOUTH
LITERACY &
IDENTITY
Kafi Kumasi Sandra Hughes-Hassell
[email protected] [email protected]
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Racialized1 youth, especially those Too often, these young people of agency and surmounted the odds
who attend chronically under- are labeled as “at risk” or “high that predict negative outcomes for
performing schools in our nation’s risk” by mainstream educational their lives.
poor and urban communities, can institutions, including schools and
be likened to singing canaries. libraries. In this article we first offer Another important angle requires
These young people risk their lives a diverse set of lenses for looking at us to look more closely at statistics
by entering educational institutions issues of literacy and identity among to see what groups or issues
that are not equipped to prop- racialized youth. By shifting our are hidden beneath the surface
erly prepare them for the future. gaze beyond the concepts of risk and of the numbers. For instance,
Historically, the canary served to failure we challenge school librar- middle- and upper-class youth
warn coal miners of the presence of ians to adopt more-constructive from minority backgrounds
dangerous gases. When the canary lenses that change how we see (and often get overlooked in the larger
stopped singing or was found dead, consequently support) the literacy achievement gap narrative. The
the miners knew a serious problem and identity needs of marginal- focus tends to be on low-income
required immediate attention. Like ized youth. We then offer a set of “poor” students who provide an
canaries, racialized youth in inner- eight guiding principles that reflect easier answer for how to address
city schools are a litmus test for the multiple lenses for understanding the problem of school inequities.
health of the entire educational and addressing the literacy and The argument goes, if we simply
system in the United States. They identity development of youth from provide more resources to students
are the indicators of how well we as historically underrepresented racial in low-income communities,
educators and concerned citizens groups. then their academic achievement
are providing quality education for and life outcomes will inevitably
our future generations. Thus, the Multiples Lenses increase. What’s hidden from
struggles of racialized youth should this statistical view is the fact that
be viewed as warnings that there is Statistical Lens racialized youth from middle- and
something wrong with the institu- This is the lens with which we are upper-class backgrounds often also
tions themselves, not with the youth. most familiar. The statistical lens face numerous kinds of obstacles
As Lani Guinier and Gerald Torres affirms the shifting cultural demo- and experience lower academic
(2003) suggest, “It’s not the canary— graphic landscape of today’s youth, performance and life outcomes
it’s the mine!” who are increasingly nonwhite, compared to their white counter-
parts.
multilingual, and multinational.
It is important for us, both indi-
This lens also affords us a level of
vidually and as a profession, to take For example, studies show that
explanatory power for examin-
time to stop and reexamine how we racialized youth often experience
ing macro-level issues that affect
see people and the world around us. what is known as stereotype threat
racialized youth such as joblessness
This fresh look is especially impor- when they enter high-stakes testing
and low college graduation rates
tant for school librarians whose scenarios (Steele 1997). This threat
(Cook 2015). When looking through
decision-making power and interac- involves carrying into the testing
the statistical lens, however, it is
tions with children and young adults environment the burden of the
important to contextualize the
in and out of library spaces can prejudices other people have about
numbers in ways that do not further
shape the trajectory of their literate one’s race, leading to self-fulfilling
reify stereotypical tropes about these
lives in significant ways. Youth from low-performance outcomes. Also
groups. One way to contextualize
racialized groups comprise nearly related to the racial achievement
these numbers is to discuss the sta-
half of all children in the U.S. gap but hidden by statistics are
tistical outliers or instances where
(Annie E. Casey Foundation 2016). racial identity development theo-
racialized youth have exerted a level
1 “Racialized” is a term used in place of the more-outdated and inaccurate terms like “racial minority” and “people of color” or “non-white.” The
term racialized recognizes that race is a social construct initially developed by Europeans during colonialism to mark certain groups for subjuga-
tion based on perceived physiological differences and potential for slave labor, and on Europeans’ desire to acquire land and resources on other
continents. Although these labels were initially imposed onto racialized groups, members of these groups have since adopted these same labels
for themselves (e.g., Black, Latino, Native American, Asian, etc.) as a way to build a sense of collective identity.
14 Knowledge Quest | Diversity Matters
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may be used for the noncommercial purpose of scientific or educational advancement
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ries, which suggest that nonwhite
students (e.g., African American The struggles of
youth) often develop oppositional
identities in direct resistance to the
larger cultural framework that con-
racialized youth
ceptually links notions of “acting
white” with academic success (Ogbu
2004). The racial achievement
gap statistics also do not account should be viewed as
for the “cognitive dissonance” that
racialized students experience in
classrooms where the curriculum warnings that there
focuses on Eurocentric figures and
perspectives, a focus that marginal-
izes and silences non-Europeans’
is something wrong
contributions to history, literature,
science, and other areas (Carter
2007).
with the institutions
Overall, we should carefully
consider how we frame the numbers
and not rely on one-dimensional
themselves, not with
views that project deficit perspec-
tives onto racialized youth. The
statistics are powerful only insofar
the youth.
as we use them to dismantle oppres-
sive systems.
Critical Lens
The next shift involves stepping
back and examining youth identity
and literacy through a critical lens.
This lens comes with a screen filter
complete with a set of rhetorical
questions that should be asked as
we view and interact with the world
around us. These questions derive
from Beverly Tatum’s ABC frame-
work of inclusive learning, which
includes A, affirming identity; B,
building community; and C, culti-
vating leadership (Tatum 2000).
We adapt Tatum’s ABC approach
to our goal of creating inclusive
Volume 45, No. 3 | January/February 2017 15
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
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school library spaces for all youth by Refracted Lens refracted lens can help us push
offering a critical lens to guide our back against mainstream (altered)
Through social media, we are
practices. This lens requires us to depictions of youth that present
seeing and hearing directly
keep the following ABC questions at only stereotypical viewpoints and
from youth about how they see
the forefront of our minds: replace them with more generative
themselves and how they believe
views. For example, the hashtag
A: Ask: Who is left out of the the mainstream world sees and
#iftheygunnedmedown was created
picture in our collections and positions them. This next lens is
in response to the negative media
services? Likewise, who is being the refracted lens, which affords
portrayals of young Black men such
misrepresented or under- us the ability to see the world in
as Trayvon Martin and Michael
represented in our services and the way racialized youth perceive
Brown, who were unarmed and yet
resources? they are portrayed by mainstream
killed under spurious circum-
media, including television, social
stances (see figure 1). Not only
B: Bridge: How might we bridge media, and movies. This lens
did this hashtag push back against
the disconnects for those whose allows the viewer to see both how
police brutality, but it also spoke to
voices and cultures are missing youth see themselves and how they
the unique vantage point racialized
or underrepresented in our believe others see them.
youth possess—a vantage point that
services and resources?
shows how they are often seen and
According to Merriam-Webster’s
C: Cultivate: How might we online dictionary, refraction portrayed by the mainstream media
cultivate new voices or be agents is “the observed altered loca- stereotypically as thugs, unquali-
of change who challenge the tion, as seen from the earth, of fied, lazy, and so forth, even when
status quo of cultural hegemony another planet or the like due evidence to the contrary exists.
in libraries? to diffraction of the atmosphere”
(Merriam-Webster 2006). The Historical Lens
The final lens is the historical
lens. This lens helps viewers see
today’s racialized youth as part of a
broader legacy of people who have
constantly fought for their lin-
Through social media,
guistic rights to attain literacy and
be taught in their native tongue.
we are seeing and hearing This fight has been mounted over
a range of issues, including laws
that once forbade Black slaves from
directly from youth about reading and extend to bilingual-
education laws today (Skutnabb-
Kangas 2000).
how they see themselves
One way to honor the literate
legacies of racialized youth is to
and how they believe the promote inquiry into their “textual
lineages.” Doing so can help us
look deeper through the historical
mainstream world sees lens. According to Alfred Tatum
(2009), our textual lineages
include the things we have read that
and positions them.
have been significant in shaping
our identities. For youth from his-
torically underrepresented racial
groups, these texts are often rooted
in stories about life in a particular
16 Knowledge Quest | Diversity Matters
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may be used for the noncommercial purpose of scientific or educational advancement
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era or context that reflects their
own cultural experiences and
ethnic group histories.
Guiding Principles
Once we’ve begun to view the lit-
eracy and identity development of
racialized youth through multiple
lenses, we are ready to embrace the
following eight principles to guide
our work:
1. Keep our focus on the
purpose of literacy in young
people’s lives.
2. Explicitly acknowledge race,
ethnicity, and tribal status.
3. Adopt an asset-based
approach.
4. Set high expectations.
5. Use culturally relevant teach-
ing strategies.
6. Use materials that are authen-
tic and relevant to the lives of
Native American youth and
youth of color.
7. Form strong authentic part-
nerships with parents and the
community.
8. Be there and be available.
The first principle is captured by
this quote from Ernest Morrell,
who is a professor at Columbia
University: “Literacy is not just
about decoding text. It is about
becoming a superior human being
that can act powerfully upon the
world” (quoted in Hughes-Hassell
et al. 2012, 6). As Morrell pointed
out, we must keep our focus on
the purpose of literacy in students’
lives. Too much of the discourse
about literacy and racialized youth
is focused on raising test scores
(Tatum 2009). When we focus only
Figure 1. Responses to negative media portrayals of young African American men.
Volume 45, No. 3 | January/February 2017 17
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may be used for the noncommercial purpose of scientific or educational advancement
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on test scores, we neglect the real
reason we want youth to be liter-
ate: to be able to speak out and
make a difference in their own
lives, in their communities, and
in the broader society. Librar-
ians must support the literacy
development of racialized youth
not only to close the achievement
gap, but also because literacy is a
powerful tool of voice and agency.
All libraries must be spaces where
young people are encouraged and
supported to develop their voices,
to tell their stories, and to share
their unique perspectives on how
we can create a more-just world.
As Tyrone C. Howard argued,
race and its manifestations
have played, and continue
to play, an integral role
in education practice.
Howard challenged
educators to “recognize
that race, racism, and
their complexities
are present in school
curriculum, teacher
expectations, teacher-
Librarians must student interactions, disciplin-
ary practices, GATE (gifted and
talented education) recom-
support the literacy mendations, AP and Honors
course opportunities, college
preparatory courses, instruc-
development of tional practices, and special
education referrals” (2010,
103). Adherence to principle
racialized youth not only two requires school librarians to
not only explicitly acknowledge
race, ethnicity, and tribal status,
to close the achievement but to recognize the inequities
racialized youth experience in
our schools, and to respond by
gap, but also because intervening when biases and
inequities occur, advocating
against inequitable practices and
literacy is a powerful tool policies, and creating bias-free
and equitable learning environ-
ments (Gorski 2014).
of voice and agency.
The third principle challenges us
to adopt an asset-based approach
18 Knowledge Quest | Diversity Matters
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
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to our work. We need to focus our ing, “a pedagogy that empowers that positive racial/ethnic identity
attention on the strengths, assets, students intellectually, socially, is a precursor to academic achieve-
and resilience demonstrated by emotionally, and politically by ment for racialized youth (Hanley
racialized youth, their families, using cultural referents to impart and Noblit 2009).
and their communities (Cabrera knowledge, skills, and attitudes”
2013; Moll et al. 1992). We need to (Ladson-Billings 2009, 20). Tyrone C. Howard (2010)
get to know students as individuals Culturally relevant teaching uses found that in successful schools
so that we are aware of the capabili- the backgrounds, knowledge, and for culturally diverse students,
ties they bring to the classroom, experiences of racialized youth parents and other community
capabilities that are not evident to inform library programming members were valued as important
if we focus on the dominant and services. It values and uses stakeholders in the school’s
deficit-oriented narrative or the multiple literacy practices, not just mission of achieving academic
one-dimensional picture painted those of mainstream, primar- success. Parental involvement is
by statistics. ily middle-class, white families associated with a number of posi-
(Edwards, McMillon, and Turner tive outcomes for racialized youth,
Low expectations have been cited as 2010). By embracing principle including increased academic
a major contributing factor to the five, librarians create a bridge performance (Dietel 2006),
achievement gap found between between students’ home and higher grades (Freng, Freng, and
racialized youth and others because school lives, while still meeting the Moore 2006; Muller and Kerbow
low expectations undermine expectations of district and state 1993), a greater likelihood of
learners’ sense of competency and curricular requirements. aspiring to attend college and
increase their learned helplessness actually enrolling (Cabrera and
(Boykin and Noguera 2011). One Principle six reminds us that, in La Nosa 2000), and enhanced
survey of Latino teens, for example, general, racialized youth prefer student self-esteem (Marschall
found that those who reported low and are more likely to engage with 2006). Similarly, creating school-
expectations from their teachers literature and other instructional community partnerships has been
and counselors during high school materials that portray people or found to be critical for improving
were more than three and a half characters that look like them and the literacy education of racialized
times as likely to report being their families, friends, and peers, youth (Freng, Freng, and Moore
dropouts as youth who believed and include the accomplishments 2006). Principle seven, thus,
their teacher/counselors had high of members of their cultural com- challenges us to be proactive and
expectations when it came to school munity (Heflin and Barksdale- create authentic partnerships with
performance (Wildhagen 2012). Ladd 2001). Using materials that parents and the community.
Similarly, Danielle Hornett (1990) are authentic and relevant to stu-
suggested that Native American dents’ lives leads to positive literacy Finally, principle eight demands
youth may perform poorly in outcomes such as increased moti- that we be present and make
school because their motivation vation to read and write, increased ourselves available to youth. Pedro
suffers as a result of their teachers’ engagement in literacy activities, Noguero has written, “...this may
low expectations. Thus, the fourth improved recall and comprehen- be what Black male youth need
principle challenges us to set high sion, and increased phonological most of all: adults who are willing
expectations for all learners and to awareness and fluency (Bell and to open up lines of communica-
provide the support they need to be Clarke 1998; McCollin and tion, to engage in dialogue, and
successful. O’Shea 2005; Garth-McCullough to listen” (2013, x). School
2008). Use of authentic, relevant librarians must establish caring
Howard Gardner noted, “The materials also leads to improved relationships with racialized youth,
biggest mistake of past centuries life outcomes because classroom but we must realize that what a
in teaching has been to treat all learning is connected to real-life caring relationship looks like will
children as if they were variants activities, connects youth with vary across cultures—that is, youth
of the same individual and thus to role models from their communi- will interpret caring from the
feel justified in teaching them all ties, and supports positive racial perspective of their culture, which
the same subjects in the same way” and ethnic identity development may differ from the librarian’s
(quoted in Siegel and Shaughnessy (Tatum 2009). This last point is cultural definition (Hughes-
1994, 564). Instead, we should be critical: current research shows Hassell and Rawson 2017).
using culturally relevant teach-
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
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Concluding Thoughts tremendous impact. By shifting our
gaze beyond the concepts of risk and
We believe the literacy education and Works Cited:
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Kafi D. Kumasi is an associate professor of library and information Reading Material as Related to
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and resources, and research methods. A Laura Bush 21st Century scholar, she
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may be used for the noncommercial purpose of scientific or educational advancement
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usage requests to the ALA Office of Rights and Permissions.
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