Abstract
This article presents a qualitative analysis of stories of successful students told in adult literacy education. These stories follow a similar narrative, beginning with a protagonist who must overcome life obstacles, makes a conscious decision to change her life, rejects dependency, is of high moral character, remains optimistic despite challenges, and who ultimately succeeds through determination, perseverance, and hard work. After presenting these stories I argue that they are the latest manifestation of a genre of stories told for centuries in the United States and that comprise what many have called the ‘American Myth of Success’. This myth, which has its roots in seventeenth-century Puritanism, states that every person, as a result of hard work and effort, can create the life they want for themselves. While these myths might provide hope for some adult literacy learners and teachers, I conclude that unquestioningly telling these success stories help to perpetuate the assumptions of this myth of success, and results in blaming adult learners for their own failure while ignoring social and structural factors that impede success.
Highlights
In this article I explore stories told by adult literacy teachers about successful students in adult literacy programs in the United States
These stories are common within both popular rhetoric about adult literacy as well as in the field of practice of adult literacy education
Within the field of adult literacy education, student success stories are often shared by keynote speakers at local, state, and national conferences
Summary
A typical adult literacy student success story goes something like the one that follows, which appeared in a quarterly newsletter sent to adult literacy teachers and state legislators by one state’s Office of Adult Literacy It tells the story of a former Temporary Assistance to Needy Families (TANF, or what is commonly referred to in the U.S as ‘welfare’) recipient, Terri: Terri could have taken an easier path, going from agency to agency letting others solve her problems. She turned to the County DFCS [Department of Family and Child Services, which administers various welfare programs] for help Her case manager sent her to the local Technical Institution Adult Education Center for GED preparation, basic computer classes, and job readiness workshops. She has learned that her best resource for competing in the workforce is her education. (Wren 1999)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
