A challenge for many secondary educators is fostering student engagement. This challenge is enhanced by pandemic related constraints. Although not intuitive at the onset, an effective approach to address waning engagement involves facilitating students’ identity exploration and development. This article explains how identity work connects with task engagement, and presents a model for successfully integrating an identity development program into an existing ELA curriculum.
"Identity Development to Support Disenfranchised Student Engagement,"
New Jersey English Journal: Vol. 11, Article 5.
Available at: https://digitalcommons.montclair.edu/nj-english-journal/vol11/iss2022/5