Tatum, A. W., & Gue, V. (2012). The sociocultural benefits of writing for African American adolescent males. Reading & Writing Quarterly, 28(2), 123-142.

Historically speaking, reading and writing among African Americans were collaborative acts involving awide range of texts that held social, economic, political, or spiritual significance. One of the constants of literacy collaboratives was being regularly and purposefully engaged with print within a meaningful social context. During the summer of 2009 we reconstructed a communal approach to engage 12 adolescent males (ages 12–17) with reading and writing texts as we examined the sociocultural benefits of writing for these young males during a 5-week qualitative case study framed by a theory of Black literate lives and communities of practice. We offer that there may be a need to (re)theorize writing for African American adolescent males, particularly those who are underperforming in schools and who are experiencing incidents that produce vulnerability at a disproportionate rate.

Full article can be found here:

http://sites.bu.edu/summerliteracyinstitute/files/2016/05/A.Tatum_.Sociocultural-Benefits-of-Writing-for-African-American-Adolescent-Males-2.pdf