The Role of Identity in the Literacy Experiences of African American Males

• In Event: The GED and Literacy Programs as Counterspaces to Schooling? Operationalizing What We Know

Abstract

Objectives
The purpose of this paper is to examine the relationship between literacy and identity and how an understanding of this relationship can inform our perceptions and practices as it relates to the experiences of African American men who participate in adult basic education and literacy programs (ABEL).
Theoretical framework
A social practices view of literacy (Barton & Hamilton, 2007) and a social constructivist view of identity (Gee, 2000).
Research Method
An IRB approved case study of six African American males participating in an adult learning center in a large northeastern city. Purposive sampling was used to recruit African American men 18 years and older, who were native to the United States, had not acquired a high school credential, and had been in the program for a minimum of 3 months.
Data Sources
Data sources included 16 interviews, 30 hours of classroom observations, and document analysis of program handouts and media sources referenced by participants.
Results
The preliminary findings indicate the internal and external environment played a crucial role in the choices participant’s made about literacy and the value of literacy. First, as a means of physical and psychological protection in early schooling, the participants enacted various identities and utilized strategies based upon perceived available options to negate or deflect ascribed negative identities. Second, early schooling experiences informed the participants’ deficit perception of their literate identities as well as their perception of and engagement with adult learning experiences. Third, age and personal experiences contributed to participants’ perceptions of the value of literacy development and education in general. Fourth, participants sought to acquire their GED credential to support parental and religious identities as well as entrepreneurial aspirations, and to appropriate identities of the educated person and the qualified promotable employee. Fifth, the ex-felon identity mitigated the benefit of the GED by drastically restricting employment opportunities. Sixth, adult education programs can be effective in counteracting deficit learner identities.
Scholarly significance of the study
Adult learner identities are crucial factors in how they perceive and engage with adult literacy programs (Bartlett, 2008; Gadsen, 1993, Rogers, 2004; Sheared, 1999). 53% of African American males do not complete high school (Schott Foundation, 2010) and are therefore likely candidates for adult basic education and literacy programs (ABEL), yet little research has been done in this area although they are considered a ‘hard to reach’ population. This study contributes to the diversification and expansion of extant adult literacy literature by making space for African American men to voice their experiences, challenges deficit stereotypes, and assists adult educators in identifying ways to help learners achieve their goals. A key implication of this study is the importance of adult educators understanding the daily lived experiences of African American males. Identities shape experiences and those experiences inform perceptions, expectations and aspirations as to the value of literacy and the adult learner’s success in a given ABEL program.

Author

• Brendaly Elizabeth Drayton, The Pennsylvania State University