Chapter Two

Socio-Emotional Influences

Adult literacy learning is an integrated process whereby mind and emotion come together, mediated by social support networks and collaborative learning environments. It is not merely cognitive development as an isolated phenomenon, but the need for enhanced self-esteem, which provides the ground for an expanding self-perception that enables literacy learning to take place (Fingeret and Drennon, 1997). According to a noted social psychologist, a felt sense of "efficacy" is a core component of human motivation (Bandura, 1977). However imperfectly, The Bob Steele Reading Center provided such support for many students even while it failed with others. The following case studies illuminate the importance of socio-emotional support for literacy development.

Willie

Consider Willie, who was, when he entered the program, a sixty year-old forklift driver, born and raised in Georgia. Early in 1990, his wife brought him to the Center for an intake interview. Initially Willie was reluctant to participate in the program. It seemed evident to me that one of his basic concerns was whether his personality would be enhanced or diminished in attempting to undertake the intrepid journey toward literacy. The emotional climate that he would perceive at the Center, therefore, would determine his participation. During the intake, I had a relaxed, informal conversation with him. I also enlisted the aid of one of our experienced students to let Willie know about the program. (Sometime later, Willie played a similar role in initiating another nervous student). That increased his confidence.