Webb-Sunderhaus (1600-1616)

This essay talks about the effect that family members have on the literacy of college students taking English Composition classes in Appalachia.  The author researched “the interplay of literacy and identity among Appalachians enrolled in college composition courses” (Webb-Sunderhaus 1601).  Through her research, the author found that the colleges that the students attended certainly played a role in the development of students’ beliefs about literacy and their identity, however, she also discovered that colleges are not the only sponsors of literacy for the students.  Colleges are not necessarily the largest or most influential sponsors either.  The group of sponsors that the author specifically focused on was students’ family members.  One thing that the author found is that Appalachian college students’ families were not always supportive sponsors of their literacy.  Instead, some families also inhibited the student’s developing literacy.  In some cases, one single family member both supported and inhibited the student’s literacy.

Webb-Sunderhaus conducted research by observing and recording college composition classes at two different colleges, taking a demographic survey, and conducting interviews.  The study the author conducted found that college students in these composition classes had multiple sources of literacy sponsorship.  The first influence was spiritual.  Many of the study participants talked about the role of church and religion in their interviews.  Students get most of their values and meanings from the Bible.  Other literacy sponsors include pastors or family members, such as siblings.  The second influence was immediate family members.  Examples of this sponsorship include “recommendations of specific readings, writing notes, making Biblical analogies, and e-mailing (Webb-Sunderhaus 1605).  Extended family members were the third influence.  People such as grandparents, aunts, uncles, and cousins helped to develop the college students’ literacy.  One student in the study talked about how her grandparents gave her lunch and a quiet place to study at their house during the day.  Another student discussed how her aunt gave her strategies for talking to her professors and seeking out other literacy sponsors.  The fourth influence was parents.  Sometimes parents would help their children connect with other literacy sponsors.  Other times, the parents would discuss the child’s homework with them or encourage them to stay in school.

In addition to the sponsors of literacy, Webb-Sunderhaus also found in her study that there are inhibitors of literacy.  One inhibitor is sharing conflicting meanings about literacy.  Another inhibitor is social forces, like poor health care and stereotypical gender roles.