Race, Class, and Gender in Literacy Research (Summer 2011)

Chapter 3 described discourses very similar to those of my childhood. My parents made sure that I learned the traits of a Southern lady early on. On Sundays, I would be adorned with black patent leather shoes and dresses of ruffles and lace. I would sit quietly on the second pew while my mother played the piano. Many nights I recalled my mother lying in bed reading her Bible. I knew what was expected of me, and I always did my best in an effort to make my parents proud. It’s amazing how one’s childhood discourses influence his/her literacy.

I do believe that my eagerness to be a “good” student was influenced by my parents’ clear expectations. My mother was always very meticulous with any task she undertook, whether it were cooking, sewing, playing the piano, or planning Vacation Bible School. She was always my role model so I guess my attempts at doing well were a means of mimicking her. In class, I was the quiet student who answered questions only when called upon. Achievement was very important to me, but attention of any kind made me a little uncomfortable. In hindsight, I guess this aversion to attention stemmed from my parents’ avoidance of outwardly praising their children. It’s really interesting how this chapter has made me reflect upon my own personal discourses and how they influenced me as a reader and a student in general. With regards to becoming “hybrid”, I have noticed a personal trait that differs greatly when I am assuming the role of teacher. Although I was raised in a home where the Southern drawl was very pronounced, I make a conscious effort to enunciate my words clearly when teaching- for example, adding the –ing and pronouncing the short e as an e instead of as a short i.

As I read chapter 4, my heart became very heavy as I thought about all the Lauries I have encountered over the years. It is not that these children cannot learn; it’s more of an issue of cultural influence and expectations. Every day we encounter students who are affected by their parents’ value of education, financial struggles, domestic strife, etc. Self-efficacy too often becomes a negative driving force as opposed to a positive one. Laurie wanted to be viewed as a “good” student. When she could no longer keep up academically, she focused on getting attention for good behavior. (Hicks 79)

Not all children have the optimum preschool years. They want to fit their culture’s definition of normal. When they are set apart, they seek ways to gain acceptance. Laurie was being raised by her mother and grandmother so, for her, the concept of a “new daddy” made her feel acceptable. At this point, she knew she was academically behind her classmates. I believe the possibility of having a “new daddy” made her feel the security for which she longed.

One of the most troubling factors in Laurie’s story was the system’s expectations that all students read the same series at the same rate. Children are not made from cookie cutters, and we cannot expect them to consistently perform on the same level as their peers. I am thankful for Hicks’ intervention. Laurie’s teachers were expected to continue instruction for the average kindergarten, first, or second grade students. In any classroom, it is crucial that students have the opportunity to read at their own independent level and perform tasks for which they are developmentally ready. Unfortunately, state and federal demands put even more pressure on at-risk students. While striving to meet state and local demands, we also must be prepared to meet each child where he/she is and plan accordingly. With this mindset, I do believe that each child will grow and feel successful. I would rather a child work at his/her own pace and slowly grow than simply quit and ultimately “fall between the cracks”. We just need to equip them with the tools they need for success. If we do not give up on them, maybe they will not give up on themselves.

Holly Lawson