More than Words: A Study of Ethnic Identity, Reading Self-Efficacy, and Reading Practices of Hispanic American and African American Adults

Abstract Reading is a basic skill that is needed for academic success and employment opportunity. Aliteracy, or the lack of a reading habit, and lower motivation to read, are problems at the university level, especially among ethnically diverse adults. Reading self-efficacy is associated with reading comprehension, word reading, foreign language learning and the use of reading strategies. Given that ethnic identity has been linked to well-being and an improved sense of competence among minoritized adults, the present study sought to investigate the connection between reading self-efficacy and ethnic identity as well as the reading practices of African American and Hispanic American adults. Results revealed that ethnic identity, ethnicity, and home language explained a statistically significant amount of variance in reading self-efficacy. Similarities and differences in reading choices based on gender were also investigated.