Date of Award
5-11-2025
Date Published
June 2025
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Reading and Language Arts
Advisor(s)
Marcelle Haddix
Second Advisor
Zaline Roy Campbell
Keywords
Community-Based Literacy Programs;Critical Discourse Analysis (CDA);Identity Formation;Literacy Practices;Muslim American Adolescents;Out-of-School Book Clubs
Subject Categories
Education
Abstract
This study investigates the literacy practices and identity formation of Muslim American early adolescents participating in an out-of-school book club. The study is rooted in the need to understand the unique experiences of this marginalized group, particularly in the face of increasing Islamophobia and societal misrepresentations. It aims to explore how societal perceptions, and literary practices shape the self-identities and internal self-conceptions of these adolescents and how these external views impact their narratives. Using a qualitative approach, the research draws on Critical Discourse Analysis (CDA), MusCrit, and Reader-Response Theory to analyze data collected over a 12-week period from recorded book club sessions, interviews, participant artifacts, and researcher journals. The participants, who identified as Muslim Americans born in the United States, came from diverse cultural, racial, and gender backgrounds. The book club provided a space for them to engage with literature that reflects their own experiences and identities, thereby fostering a sense of belonging and community. The findings of the study highlight the significant impact of book club participation on the adolescents' literacy engagement, identity development, and social interactions. The book club served as a critical space where participants could freely express their thoughts, challenge stereotypes, and build a positive self-identity. Through discussions of diverse books, the adolescents were able to see themselves reflected in the literature, which helped to validate their experiences and counteract negative societal messages. The study also revealed the importance of having supportive mentors and facilitators who understand the cultural and religious backgrounds of the participants. Furthermore, the research underscores the role of community-based literacy programs in enhancing the academic and personal growth of marginalized youth. By providing culturally relevant and inclusive literacy experiences, these programs can help bridge the gap between in-school and out-of-school learning, supporting the holistic development of students. The dissertation also offers insights into the challenges and opportunities associated with implementing such programs, emphasizing the need for collaboration between educators, community members, and policymakers. This study contributes to the broader discourse on education and literacy, advocating for the recognition and inclusion of diverse voices in educational settings. It highlights the transformative potential of literacy practices in shaping identities and fostering social justice. The research calls for educators to adopt culturally responsive pedagogies that honor the diverse backgrounds and experiences of all students, particularly those from marginalized communities like Muslim American adolescents. In conclusion, this dissertation provides valuable insights into the literacy practices and identity formation of Muslim American early adolescents, demonstrating the profound impact of culturally relevant literacy programs on their lives. It emphasizes the importance of creating inclusive and supportive learning environments that empower all students to raise their voices and build bridges across cultural and social divides.
Access
Open Access
Recommended Citation
Kizil, Fatima Seyma, "“RAISING VOICES TO BUILD BRIDGES”: EXPLORATION OF MUSLIM AMERICAN EARLY ADOLESCENTS' LITERACY PRACTICES IN AN OUT OF SCHOOL BOOK CLUB PROGRAM" (2025). Dissertations - ALL. 2063.
https://surface.syr.edu/etd/2063
