Combatting Intolerance, Developing Empathy, and Prioritizing Student Choice Through Young Adult Literature

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dc.contributor.advisorAlonzo, Julie
dc.contributor.authorBowden, Amy
dc.date.accessioned2024-08-07T21:48:52Z
dc.date.available2024-08-07T21:48:52Z
dc.date.issued2024-08-07
dc.description.abstractPrevious research has established relationships between reading fiction and increased empathy levels, an effect amplified by reading young adult fiction and by feeling transported by, or wholly immersed within, one’s reading. Given the established correlation between increased empathy and decreased intolerance levels, reading fiction may decrease intolerance levels as it increases empathy levels; however, a gap in the research exists. This 10-week mixed methods intervention study examined pre- and post-test data in conjunction with analysis of student artifacts produced in five secondary-level language arts classes. Results provide evidence that reading fiction benefits students by increasing their empathy and decreasing their intolerance. Choice in text selection and reading transportation are shown to increase student engagement and improve learning. These results suggest that teachers should prioritize student choice and transportation for deeper learning in the language arts classroom.en_US
dc.identifier.urihttps://hdl.handle.net/1794/29768
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectempathyen_US
dc.subjecthigh-interest textsen_US
dc.subjectprejudiceen_US
dc.subjectrepresentationen_US
dc.subjecttransportationen_US
dc.subjectyoung adult literatureen_US
dc.titleCombatting Intolerance, Developing Empathy, and Prioritizing Student Choice Through Young Adult Literature
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadership
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.nameD.Ed.

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