Like many adolescents who struggle with academic reading tasks, Suzanna (pseudonym) demonstrated a strong aversion to academic reading beginning in first grade. Secretly, however, Suzanna was a reader—an avid reader of romance literature she believed would not be deemed acceptable for use in school. To protect her burgeoning literate identity, Suzanna hid her passion for reading romance stories and embraced a public persona of literate failure. Resourceful and clever, Suzanna found ways to support her reading, even as a rural resident without reliable transportation and limited resources, through embracing the perceived anonymity of shopping at thrift stores and reading on the Wattpad storytelling platform. Suzanna shared her story with photographs she provided during four 1-hour photo elicitation interviews (PEI). We explore Suzanna's perceptions regarding her literacy experiences in school through the interrelated theoretical constructs of adolescent literate identities and rural consciousness.
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Suzanna always chose a seat in the back of a classroom if possible to evade teacher scrutiny and class discussions. “Why should I bother with it [schoolwork]? I'm no good at it anyways.” Repeating failed classes, guidance counselor scoldings, and disciplinary actions made no impact on Suzanna's motivation to participate in class. Rather, they only solidified her self-perception of just being a “stupid kid” and her avoidance of school work.
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Although Suzanna actively opposed reading of any sort for school, including choice independent reading material, she, in fact, was an ardent reader of romance literature. She especially devoured romance novels with salacious covers and titillating narratives. She loved the notions of romance and its potential to transform lives. Although her current boyfriend, she admitted, differed significantly from the men in the stories, she hoped to someday meet her very own “McDreamy guy” who would take her far away and take care of her forever.
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Despite her love of romance, Suzanna kept her rich literate life private. For one, she actively opposed completing any school-work. Being purportedly “no good at it anyways,” she avoided reading of any sort for school, including choice independent reading material. Additionally, Suzanna believed that her choice reading material would not be allowed in school, even for independent reading. “The love stories talk about kissing and people in bed and stuff, not stuff that would be ok for school,” she said, as she shared screenshots and photos of her favorite romance novel book covers. Finally, Suzanna feared discovery and subsequent humiliation. She worried about what her (then) teacher would think, commenting, “I didn't want you [Zoe] to make fun of me or get in trouble for reading sexy stories.” She also felt apprehensive fearing discovery and perceptions by peers or other adults about her preferred reading. In fact, only one of Suzanna's friends was allowed in on her secret reading passion.
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While Suzanna did not consider herself a reader, the stories she found on Wattpad differed so greatly from the academic texts she associated with failure. She read about friendships, relationships, and love; the stories felt relevant and real. Suzanna connected with this reading in a way she never did at school.
Here's the abstract:
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