Chapter 11: Reading through Brown Eyes: Toward Developing a Culturally Congruent Reading Curriculum

Six African American males, Que, Jermaine, Rico, Kobe, Tay, and Trae, participated in this research study, with two from each grade level of sixth grade, seventh grade, and eighth grade. Using critical race theory (CRT) as a theoretical framework and critical narrative inquiry as a methodology, I examined the reading motivations of these six African American middle grade males and investigate why some of them are more successful academically in reading than others. I also explored racial and ethnic identity as it relates to cultural backgrounds, popular cultures, learning styles as motivational factors for engaging African American males in reading and learning processes.