Perceptions of moral identity development through the reading experiences of adolescent girls in an international school setting

Abstract

Current global trends in education continue to question the value of fiction within school and promote a culture of testing and standardization. Instructional practices that promote testing as the ultimate goal of schooling serve to further marginalize the value of imagination, exploration and discover within schools. The purpose of this study was to generate greater understanding of the individual experiences of adolescent girls as they read fiction in an American international school located in the United Arab Emirates. The research questions of the study sought to capture the individual meaning-making and perceptions of girl readers. Sub questions of this study examined the outcomes of reading experience such as moral identity formation, and personal growth. An Interpretative Phenomenological Analysis methodology along with the framework of Rosenblatts (1965) transactional theory of reading, allowed for insights into the reading experiences of international adolescent girls to emerge. Data analysis of interview transcripts revealed three themes including Reading as a Lived Experience, Reading as Deep Learning, and Reading as a Recognition of Moral Complexity. The findings of this study reassert the power of reading fiction to adolescent girl readers as this allowed girls to navigate their identity, clarify moral thinking, and learn about others. Educators are in unique position to recognize the transformative power of fiction and advocate for students intellectual, moral and emotional development in school. In an era of growing complexity and globalization, this study pushes educators to reconsider the ultimate aims of education for our students and our communities. For girls and international students, this study demonstrates how fiction can support them in navigating the particular demands found in adolescence.