The first manuscript, "Measuring Reading Motivation: A Cautionary Tale" (Jones, 2020) is a mixed-methods study of Black girls' reading motivation while engaging in a summer reading program grounded in the Black Girls' Literacies Framework (BGLF; Muhammad & Haddix, 2016). This manuscript serves as the catalyst for this line of research by describing a misalignment between how reading motivation was captured on a commonly used survey instrument and how this group of Black girls enacted reading motivation in the classroom. The second manuscript, "Turning Away from Anti-Blackness: A Critical Review of Adolescent Reading Motivation Research" (Jones, 2022), is a systematic review of the adolescent reading motivation literature that employs Critical Race Theory (CRT; DeCuir & Dixson, 2004; Dixson & Rousseau Anderson, 2018; Ladson-Billings & Tate, 1995) to analyze researchers' inclusion of race in conceptualizing and operationalizing adolescent reading motivation. This manuscript builds on the work of the first by taking a broad, yet critical, view of the study of adolescent reading motivation to investigate how the observed misalignment came to be. Manuscript two also serves to locate the problem in the study of reading motivation itself, rather than in readers. The final manuscript, "Being a Community With Reading: Black Girls' Collective Reading Motivation" (Jones, in preparation) is a qualitative study that aims to identify trends in how Black girls describe and enact reading motivation during a summer reading program. Theoretically rooted in Black Girlhood Studies (BGS; Halliday, 2019), this study is designed to center the voices and perspectives of the participants throughout the study design. Artifact-elicited small group interviews bring forth the perspectives of these Black girl readers, while observational data shows how their perspectives are enacted in a classroom setting. This study offers an initial exploration into the generation of an emergent theory of adolescent reading motivation that centers Black girl readers, moving the work of the previous manuscripts forward towards mapping a race-reimaged adolescent reading motivation construct. Collectively, these three manuscripts identify a problem of both research and practice, investigate the theoretical and empirical roots of this problem, and offer an initial exploration towards a more responsive and humanizing alternative. This research aims to build the field's understanding of how adolescent reading motivation can be reconceptualized to better reflect the reading motivations of Black girls. The work is timely and significant. The first manuscript highlights how Black girls can be inaccurately labeled as unmotivated readers because of a flawed conceptualization of reading motivation that centers white, middle-class norms, as described in the second manuscript. By centering Black girls' perceptions and enactments of reading motivation, the final manuscript takes a much-needed step towards developing a broader, more culturally sustaining conceptualization of reading motivation which can then be used by researchers and classroom teachers to explore the relationships between instruction, reading motivation, and reading outcomes in a way that is responsive to all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]