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Classrooms play a large part in shaping youths’ identities as readers and writers. Due to the pressures of high‐stakes exams, for example, reading and writing identities are often defined by a set of academic skills that students can or cannot perform. Such rigid concepts of readers and writers often cause secondary students to believe that their literacy abilities are fixed (i.e., as struggling readers)...
Based on data collected from a year-and-a-half-long qualitative research project, this case study examines the early college experiences and identity negotiations of one urban-schooled Latino participant as he navigated a predominately White state university in his hometown. Recognizing the university as a figured world, this study highlights two emblematic personal encounters that positioned him...
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