African American boys and books: an analysis of the book preferences of African American males in grades three through five

This study applies the expectancy value theory (EVT) to understand the impact of interest and choice on African American boy readers. This study provides evidence that in spite of the studies which document the under achievement of African Americans, especially boys in the area of reading, African American boys enjoy reading and books. Using secondary data from a local non-profit organization 79 participants selected from over eighty books, indicating non-fiction books as most preferable. Serial texts and TV/movie related books were also frequently chosen. While themes contained in the books chosen varied in terms of individual titles and textual features, interview data suggested clear preferences centered on familiarity of content and, ironically, the novelty of textual presentation. The findings of this study suggests ways that parents, schools and teachers may better encourage reading among boys by ensuring that reading selections include those which build upon curriculum issues (familiarity) and popular culture. The findings also support the new implementation of the Common Core standards as a vehicle that may benefit African American boys in reading. In an effort to improve the academic trajectory of African American boys, instruction must consider how to increase the value placed on reading and the selection of books by providing texts that mirror the interests of those students.