Date of Project

3-28-2025

Document Type

Honors Thesis

School Name

Annsley Frazier Thornton School of Education

Department

Education

Major Advisor

Dr. Jess Smith

Second Advisor

Dr. Annette Powell

Abstract

Past research on the relationship between community literacy and schooling has emphasized how educators can use community-based prior knowledge to teach students the privileged literacies associated with academia. Some researchers have discussed the potential for university-community partnerships that are mutually beneficial, but few have explored possibilities for change in the high school setting. Utilizing 24 survey responses and 2 interviews, this study sought to answer the following questions: Do high school class experiences have any impact on students’ community literacies? If they do, do they support or hinder their growth? I analyzed data using a combination of correlational analysis, axial coding, and narrative analysis. Though participants viewed their classroom experiences positively, few of these experiences directly supported their analysis and use of language and texts in their communities. However, certain classroom experiences were protective factors, making schooling less likely to harm participants’ out-of-school literacies. These findings demonstrate not only that high school classes have an impact on community literacy but that considering community literacies in the high school classroom can be worthwhile.

Available for download on Friday, April 24, 2026

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