What does it mean for Adolescents to be literate?

According to Tamika Thompson “Behind every fact is a face. Behind every story is a statistic” these words strike home for me personally (Thompson, 2014). Tamika Thompson references the unknown ideal that young African American males are continuously being left behind, she stresses that school have not done enough to six this problem. Whether this issue is unknown or ignored remains to be seen, however as an aspiring teacher, the literacy of African American males must be a priority to school and parents. While there are many different ways to fix this problem there is no proven way that works the best. According to Alfred Tatum literacy in African American males is determined by their socio-economic status and interest.

Unflattening suggest that society expand what counts as text and literacy in school. Sousanis illustrates the idea of people conforming to the preset notion or ideal and following it without any freedom to shed that label (Sousanis, 2015, p. 136). While Nick sheds much needed light on the issue of making everyone fit a generic standard or ideal, it is not enough just to make people aware of the issue. As an educational community we must change the culture that has been put in place. This culture has been for years been developed with the idea that African American males do not need to be literate. This culture has produced a system that allows very few opportunities other than athletics as a way for African American adolescents to succeed. It devalues the importance of education and literacy.

One way to tackle this issue is to reach out African American males by their interest. Alfred Tatum states that providing texts that relate to the young males is the first step. Give them choice of texts outside of the curriculum, and tie their reading into their standards (Tatum, 2005). This idea is not only associated with African American males; it can be used to address adolescents in general. Providing texts that are culturally and socially relevant to these adolescents will allow them to engage these texts with a passion.

Another way that the culture of literacy can be changed is to appeal to African American males by allowing them to see other people who look like them, come from similar backgrounds and are successful models in their community. These mentors would be an example of what literacy can do for these African American men. It also allows for different ideas and experience to be shared through recommendations in choice text. Leverette elementary school in Toledo, Ohio has introduced a program that allows African American male mentors from the community to come and teach reading to African American students at Leverette elementary (ABC, 2015). Mentors from different backgrounds, and socio-economic statues reach out and give students an opportunity to see a successful literate African American male that looks like they do. This idea applies to people of all races and backgrounds. Schools should establish mentors from all walks of life to come in and address literacy needs across the board.

While this issue is important to addressing young African American adolescents reading concerns, it must not overshadow the idea that literacy is important for kids in all walks of life. By engaging them with texts that fit their life experiences or are relevant to their culture we are eliminating stereotypes and labels. As an educational community we will start a revolution where literacy can be important. It does not have to be limited to print text, kids with interest in music or theater can be influenced to embrace those particular forms of literacy.

References

ABC. (2015, May 26). Black Mentors make a difference in literacy. Retrieved from ABC: http://www.13abc.com/home/headlines/Black-Male-Mentors-make-a-difference-in-literacy-305041831.html

Sousanis, N. (2015). Unflattening. In N. Sousanis, Unflattening (p. 136). Boston Ma: Havard University Press.

Tatum, A. (2005). Teaching Reading and Writing to Adolcents Males. In A. Tatum, Teahcing Reading and Writing to Adolcents Males (pp. 22–25). Chicago.

Thompson, T. (2014, March 16). Fact Sheet: Outcomes for Young Black Men. Retrieved from Pbs:Tavis Smiley Reports: http://www.pbs.org/wnet/tavissmiley/tsr/too-important-to-fail/fact-sheet-outcomes-for-young-black-men/