Preparing 21st Century English Teachers: Using Young Adult Literature to Challenge Stereotyping and Reduce Stigma of Marginalized Populations

Kia Jane Richmond; Maureen McDermott; Tiffany Rehbein

Preparing 21st Century English Teachers: Using Young Adult Literature to Challenge Stereotyping and Reduce Stigma of Marginalized Populations

Kia Jane Richmond
, Maureen McDermott
, Tiffany Rehbein

Research output: Contribution to conference › Presentation

Abstract

Panelists shared strategies for using young adult (YA) literature to address stereotyping and reduce stigma associated with two frequently marginalized populations: those with mental illness, and those in the LGBTQ community. A recent study (Pytash, Morgan, and Batchelor, 2013) found that reading young adult literature helped preservice teachers “recognize how instances of gossip, rumors, or attention to physical attributes can make a person feel insecure or threatened.” Presenters argue that YA literature is a perfect tool for helping preservice teachers address real-life issues and teach empathy.

Original language	American English
State	Published - Jul 1 2015
Event	Conference on English Education/International Federation of Teachers of English Summer Conference. - New York City, New York Duration: Jul 1 2015 → …

Conference

Conference	Conference on English Education/International Federation of Teachers of English Summer Conference.
Period	7/1/15 → …

Keywords

mental illness
stereotype
young adult literature

Disciplines

Junior High, Intermediate, Middle School Education and Teaching
Secondary Education and Teaching

Access to Document

Preparing 21st Century English Teachers Using Young Adult LiteraFinal published version, 539 KBLicense: Unspecified

Cite this

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title = "Preparing 21st Century English Teachers: Using Young Adult Literature to Challenge Stereotyping and Reduce Stigma of Marginalized Populations",

abstract = " Panelists shared strategies for using young adult (YA) literature to address stereotyping and reduce stigma associated with two frequently marginalized populations: those with mental illness, and those in the LGBTQ community. A recent study (Pytash, Morgan, and Batchelor, 2013) found that reading young adult literature helped preservice teachers “recognize how instances of gossip, rumors, or attention to physical attributes can make a person feel insecure or threatened.” Presenters argue that YA literature is a perfect tool for helping preservice teachers address real-life issues and teach empathy.",

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AU - McDermott, Maureen

AU - Rehbein, Tiffany

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N2 - Panelists shared strategies for using young adult (YA) literature to address stereotyping and reduce stigma associated with two frequently marginalized populations: those with mental illness, and those in the LGBTQ community. A recent study (Pytash, Morgan, and Batchelor, 2013) found that reading young adult literature helped preservice teachers “recognize how instances of gossip, rumors, or attention to physical attributes can make a person feel insecure or threatened.” Presenters argue that YA literature is a perfect tool for helping preservice teachers address real-life issues and teach empathy.

AB - Panelists shared strategies for using young adult (YA) literature to address stereotyping and reduce stigma associated with two frequently marginalized populations: those with mental illness, and those in the LGBTQ community. A recent study (Pytash, Morgan, and Batchelor, 2013) found that reading young adult literature helped preservice teachers “recognize how instances of gossip, rumors, or attention to physical attributes can make a person feel insecure or threatened.” Presenters argue that YA literature is a perfect tool for helping preservice teachers address real-life issues and teach empathy.

KW - mental illness

KW - stereotype

KW - young adult literature

UR - https://commons.nmu.edu/facwork_conferencepresentations/127

M3 - Presentation

T2 - Conference on English Education/International Federation of Teachers of English Summer Conference.

Y2 - 1 July 2015

ER -

Preparing 21st Century English Teachers: Using Young Adult Literature to Challenge Stereotyping and Reduce Stigma of Marginalized Populations

Abstract

Conference

Keywords

Disciplines

Access to Document

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Cite this