Reading Log--Week 4

Reading Log—Week 4 (Feb. 16-22)

The readings this week focused on special populations among tweens, particularly LGBTQ, runaways, lower socioeconomic groups, and the distinct reading struggles of tween boys.  They remind us that, though there are many shared feelings and developmental milestones among tweens, their individual experiences and needs vary wildly.  

The first New York Times article, “Coming Out in Middle School,” was both encouraging and frustrating.  The author points out the increasingly positive portrayals of gay characters in the media and popular culture as an indicator of a broader acceptance of the gay population.  I agree with this, though I do worry that my perception may be skewed since I live in an area—the Bay Area in California—that is much more progressive than many areas of the country.  Still, if media representation is a sign of anything, perhaps the less frequent token portrayals of gay characters is a step in the right direction. 

Two things about this article really trouble me, however.  One is when the author notes that, “for many gay youth, middle school is more survival than learning.”  This is tragic.  A middle school student should have to worry about how to get his homework done, how to find a best friend, perhaps, but not how to survive.  When a young person’s basic needs are not met, how on earth is he going to worry about something as seemingly irrelevant as school?

Another troubling part of this article is the observation that teacher reactions to anti-gay language in the classroom (most notably, students calling other students “gay” to mean stupid or inferior) are inconsistent.  It seems that homophobia is still, to some degree, an acceptable form of oppression.  Most teachers I know would not tolerate a comment in class that was sexist or racist, but I know that some do ignore the derogatory “gay” comments.  What effect does it have on a homosexual tween to hear that word bandied about in such a negative way, and then to have that use condoned by adults?

The LGBTQ and runaway tweens are both populations that are especially vulnerable and potentially high-risk, depending on the support systems they may have.  I am curious how many runaway teens are on the run because they are LGBTQ and lack a supportive network; I am sure those populations intersect at times.

The notion of socioeconomic class in the “What a Girl Wants” online discussion was interesting.  I have noticed, as many of the authors in this discussion point out, that books that feature more affluent characters tend to stand out to me.  These characters do not have to struggle with some issues that many, many young people do, and that lack of struggle makes it hard for many readers to identify with them.  The most interesting stories that feature more affluent characters, in my opinion, are those that include contrasting characters who come from more blue collar backgrounds.  I think that is something that a wider reading audience can relate to.

In terms of librarianship, it is so important to be ever mindful that young readers have many different experiences, backgrounds, and needs.  Whether it is building a collection that is appealing and relevant to them, or helping a young person with a reference interview, librarians have special opportunities to help young readers navigate through these critical years.

Sources:

Coming Out in Middle School (http://www.nytimes.com/2009/09/27/magazine/27out-t.html?_r=1&hpw)

Running in the Shadows (http://www.nytimes.com/2009/10/26/us/26runaway.html)

What a Girl Wants #7 (http://www.chasingray.com/archives/2009/09/what_a_girl_wants_7_because_we.html)

Packaging Boyhood (http://www.ypulse.com/author-spotlight-packaging-boyhood-by-mark-tappan-lyn-brown-sharon-lamb)