Examining What Motivates Black Learners Who Struggle with Reading

Abstract

Reading difficulties disproportionately affect Black students who face compounding challenges rooted in systemic inequities, linguistic bias, and culturally misaligned literacy instruction. Despite growing recognition of these disparities, research specifically examining the motivational dimensions of literacy engagement among Black students who speak English as their primary language remains limited. This literature review synthesizes peer-reviewed research to examine three interconnected questions: What systemic barriers shape the literacy experiences of Black students? How do culturally relevant literacy practices influence reading motivation and engagement? And what role do intrinsic motivation, socioeconomic context, and non-cognitive skills play in shaping literacy outcomes for this population? Drawing on sociocultural theory, behaviorist theory, and information processing theory as theoretical anchors, the review identifies four convergent themes: the persistence of racial and linguistic bias in literacy definitions and practices; the centrality of culturally relevant instruction in fostering intrinsic reading motivation; the moderating role of socioeconomic status on reading engagement; and the urgent need for equity-centered, identity-affirming instructional frameworks. Implications for classroom practitioners, school administrators, curriculum designers, and researchers are discussed. The review concludes that improving literacy outcomes for Black students requires moving beyond skills-deficit frameworks toward approaches that treat motivation, cultural identity, and systemic equity as foundational instructional variables.