Date of Award
Master of Arts
This study examines the influence of gender in designing and implementing book clubs at the middle school level. Several secondary questions address this concern. These include which gender dominates and/or supports the discussion, how gender influences book selection, how each gender enjoys reading and discussing books in varied gender groupings, and how gender influences the level of textual analysis enacted in discussion. This study used both quantitative and qualitative data. The following recommendation was made as a result of the study: Middle school students should be offered both mixed-gender and same-gender book clubs. This recommendation was based on the following conclusions: (1) Neither gender dominated or supported the discussion more. (2) Both genders considered the other when selecting books but ultimately decided on a traditionally male book. (3) Both genders felt more comfortable discussing books with their own gender. (4) The results for gender's influence on textual analysis were inconclusive.
Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/
Amanda Jayne Forsyth
Forsyth, Amanda Jayne, "Gender and book clubs in the middle school setting" (2008). Retrospective Theses and Dissertations. 15440.
Elementary and Middle and Secondary Education Administration Commons, English Language and Literature Commons, Feminist, Gender, and Sexuality Studies Commons, Other Education Commons, Reading and Language Commons, Secondary Education and Teaching Commons