This case study highlights ways in which one girl, school-identified as a “struggling reader,” attempted to construct particular social identities and develop peer relationships through her selection of culturally relevant literature. Situated in a rural community in the South, this case study stems from a larger eight-month qualitative study investigating struggling readers' conceptions of reading and the sociocultural contexts surrounding their selection of books for personal use. Findings address the significant influences of school culture, social capital, and critical consciousness upon this girl's selection of books as she develops particular reading personas in response to perceived social norms, attempts to thwart episodic bullying, and ultimately gain acceptance in her community.
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