RES 5535: Race, Class, and Gender in Literacy Research (summer 2010)

Hick’s study of Jake mirrored many of the boys I have taught. Unable to find a connection with school practices, they struggle with literacy, as well as other aspects of education. What is an alarming statistic is the number of boys in Special Education that outnumber the girls. Typically in my EC classrooms, I will have one girl to six boys. I have heard these phrases (and from my own mouth): Boys do not develop as early as girls. They are not developmentally ready for school as early as girls. Girls mature faster than boys. But, what is maturity? Is it the ability to conform to “institutionalized” rules of behavior in classrooms? Is maturity the ability to successfully bridge the discourses between home and school and walk comfortably in both worlds? Perhaps, yes, that is part of maturity. We all must learn how to navigate the rules set up in our societies for order to be maintained. Classrooms have rules and procedures for that same purpose. Classrooms, however, are not regularly set up to meet the needs of students who learn by movement and exploration. These students are often our boys.
Our job as teachers is to help students, especially our diverse populations, make a connection to school and learning. “Schooling in the primary grades should ideally become a set of opportunities for children to experience new identities connected with textual practices. To be successful, the learner’s primary values, language practices, and identities must be valued in the classroom.” (Hicks, p.113). Like Jake, many boys learn by moving and are active. Providing occasions where boys can move and use their hands and bodies can help them feel more secure and “at home” at school. They can make connections and may not feel as disengaged with other learning tasks.
Jake so much reminds me of the boys who I tutored in my practicum last semester. Both boys were “struggling readers” and considered below grade level in literacy skills. The first one was a third grader who obviously did not have a connection with literacy and did not like to read. At times, it was a struggle to engage and interest him in our tasks. Several times, he balked and refused to work, especially when pressed to contribute to conversation about text. I attempted to find books that I thought would interest him. Most of the books I chose, however, he did not make connections with. From talking with him, I learned that he loved NASCAR, video games and had a strong bond with his father and grandfather. He was able to relate a story to me about his birthday party which included his extended family watching a race on TV. The second boy was a first grader who readily and happily did all that I asked of him. He seemed to enjoy the books we read and asked questions about the text. He always had a smile on his face! He was a fiddler, playing with whatever was in his reach. Without fail, he took a mid-session break each time to go to the restroom. That boy just had to move! His family was a sports family. All of the children in his family, including him, played sports. This was all he wanted to write about in our writing time. So, we did! He was able to dictate narrative stories about different sporting events connected to his siblings and himself. I usually wrote while he dictated. He had such good stories, but due to his age and writing skills, worked very slowly when he had pencil in hand.
In the tutoring sessions, working one-on-one, I was able to get to know my boys and work with their interests and learning styles. In the classroom, this is difficult with 25 or more students, at many different levels and from many different backgrounds. However, to enable our students have positive experiences in school, this is our first step in reaching them to create successful learners. I hope that my boys have learned from me. I know I have learned a great deal from them and how to be a better teacher.
Susan Hines