Abstract
The article uses the methodology of autoethnography to explore my own racial/ethnic identity evolution from a young child to adulthood. Various significant events in my life are chronicled to show my progression within my identity paradigm and the development of my own identity terminology. I hypothesize that for many college students of color, literacy formation helps support identity formation. Identity formation and literacy research are explored to see if there are links between the two, and if one can be the foundation for the other. Lastly, I theorize how the time of day in which one takes a class can impact the ability to learn for certain populations.
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