This multiple case study shows how motherhood works with and against two women's literacy identities, as interpreted through the theoretical lens of Herman's Dialogical Self Theory. The evidence of this is shown in the tension between their roles as mothers and their personal roles as readers and writers. In many ways, taking on a reader or writer role meant to deny other roles for these women, showing the clash between efforts to consolidate multiple I-positions. While their meta-positions helped them recognize the discrepancies in their I-positions, there was little evidence of mediating third positions to negotiate their roles. This descriptive study explored the way two women approach their roles "I a reader" and "I as writer" while simultaneously navigating their I-position "I as mother." This exploration was conducted through the use of semi-structured interviews and the subsequent coding of the transcripts of those interviews. The coding included the identification of all instances where I-positions manifested in the interview text. Among numerous other roles, the roles related to literacy and motherhood involved a particular friction. The findings of the study make evident that tension exists for these two women between their roles as mothers and as literate people.
College and Department
BYU ScholarsArchive Citation
Ames, Chelsea J., "Literacy Identity and Motherhood: Implications of Hermans' Dialogical Self Theory" (2022). Theses and Dissertations. 9572.
literacy, identity, write, roles, reader, writer, motherhood