in literary achievement
As teachers, many of our well-intentioned behaviors can inadvertently become detrimental to our students. These behaviors includes making assumptions about what our male students might like to read, as well as how we generally approach reading in our classrooms. For example, having a “boys’ bookshelf” implies that boys should read exclusively from that shelf, students that do not identify as a boy cannot read from that shelf. Even accidentally making reading recommendations that seem genuine and innocent could have a negative impact on the self-image of a young boy who is still figuring out his masculinity and who he is. By becoming more aware of these assumptions and attempting to avoid them, it might be helpful to consider some of the follow theories and strategies listed below.
lib guides
Consider asking your school librarian to create a lib guide based on the students and culture of your school. Librarians have a wealth of knowledge about books and could help compile a list of recommendations for your students. These books will be sorted simply by genre, not interest, gender, or any other potentially polarizing topic.
For a sample Lib Guide, click here.
Similarly, instead of making assumptions about what students want to read on an individual basis, simply create a place for class recommendations. Pictured here, a teacher created "Bookflix", a way to give book recommendations without making any presumptions.
mirrors & windows
Frequently in language arts education, reading literature is said to be used as mirrors, windows, and doors. Mirrors in which to see themselves, windows through which to see others, and doors through which to walk into new perspectives. This theory, which can be further explored here, can also be helpful when reforming the way we recommend books to boys.
Allow boys to choose books they see themselves in, rather than recommending books that you see them in.
Challenge boys to read books that deal with the unfamiliar in order for them to grow and gain new perspectives.
