| The main purpose of this study was to illuminate 4 African American male student-athletes' perceptions of literacy experiences---experiences with reading, writing, or performing---prior to entering the university and while enrolled in a required university course, English Composition I. Data were gathered using two types of interviews. In the first interview, a life history interview, the 4 African American male student-athletes recalled their early experiences with reading, writing, and performing in the home and family, school, and athletics. In the second, third, and fourth interviews, topical interviews, the 4 student-athletes described their experiences with assigned reading, writing, and performing in English Composition I. More specifically, the student-athletes described their perceptions of three assigned essays---a personal essay, an essay of observation, and a textual analysis.; Data analysis revealed that all 4 participants experienced successful, as well as challenging, problematic, or confusing, moments while engaged in reading, writing, or performing prior to their entrance into the university and while enrolled in English Composition I. All 4 participants described early experiences with literacy in the home, including having family members who assisted with homework, read, or recited stones to them. All 4 participants also had access to religious texts and culture-specific and sports magazines. All 4 participants reported challenges, problems, or confusion as a result of literacy experiences in school, including failing assignments, tests, or courses; making errors in situations which demanded knowledge of academic discourse conventions; experiencing or fearing ridicule from peers or teachers; feeling apprehensive about reading aloud; and lacking personal connections with teachers and assigned texts. The following challenges, problems, or confusion resulted from experiences with literacy in English Composition I: understanding teacher-designed writing prompts or written responses to essays; beginning first drafts and achieving a required length; composing or typing a draft at the computer; and balancing an academic identity with an athletic identity.; The interviews revealed the impact that past literacy experiences might have on future literacy experiences. The challenges, problems, or confusion the participants experienced while involved in acts of literacy also serve to inform teachers of the importance of understanding students' perceptions of school-related literacy events. Such perceptions might, in turn, inform teachers' pedagogical decisions. |
