Developed nations are often glamorized. When one thinks of a country struggling with literacy rates, they likely would not first consider the United States. Yet, a recent study conducted by the United States Department of Education found that 54% of U.S. adults aged 16-74 lacked proficiency in literacy. The ability to read and write at a proficient level is a necessary life skill in the modern world – most evident in that illiterate populations face significant barriers in access to health, social perceptions, and income.
Literacy can be defined in two different ways. First, one can analyze the prevailing view endorsed by governments and international development agencies. This view sees literacy as the set of cognitive skills transferable across time and context. For example, literacy, in this case, could refer to reading skills — specifically how those reading skills are applied in work, social, and individual settings. The social practice perspective offers an alternative view– one which focuses on how skills are embedded into communities of practice. This view links how one practices literacy within the context of social situations. Therefore, those who subscribe to this view understand literacy as having social and emotional consequences.
In the health sector, literacy is often examined under the prevailing view. Each year, over $232 billion USD is spent on health care costs in the United States as a direct result of populations’ inability to read and understand health information. The problem is not just fiscal, as studies have linked low literacy to delayed diagnosis, problems with adherence to medical instructions, and low use of preventative services. Adults with low literacy are more likely to depend on public service and assistance programs, experience higher rates of hospitalization, and have more frequent use of emergency room facilities; they are also five times more likely to report being in poor health than other adults. Combined, this creates a situation where illiterate individuals in the United States face shorter life spans. The negative consequences of illiteracy are manifested through the social inequities in health experienced by this population. Unfortunately, the health sector is only one of many that have adverse impacts on illiterate Americans.
Social and political outcomes are tied more with the social practice perspective. Self-esteem is often regarded as a personal condition closely tied with one’s literacy rate that affects social and political action. The connection between confidence and literacy is that 85% of literacy learners reported an improvement in their self-concept. Ten years later, an alternate national evaluation found that 65% of literacy learners “feel better about themselves” three years after amassing knowledge in reading and writing.
Evidently, one’s literacy levels greatly impact their self-esteem and self-worth. Likely, this decreased sense of self-worth emerges from a “literacy/illiteracy divide”. Essentially, the isolation of illiterate populations and stigmatization that follows adult illiteracy is rooted in the false understanding that literate people think and act differently than illiterate people. This type of stratification adversely impacts society. For example, a population with low-self worth is not a population that is well represented politically. Individuals who have a heightened sense of confidence report heightened political behaviour. Literacy programs contribute to the emergence of political attitudes and knowledge among illiterate populations as it provides them a space to enter the public sphere.
Moreover, over one third of adults with low literacy skills are unemployed, negatively contributing to individual and national economic outcomes. On the individual side, the average annual income of the illiterate employed population is $34,000 USD per year, a salary two times lower than those of workers with slightly higher levels of literacy. Adult literacy has a direct effect on one’s employment options — for unemployed workers, literacy is as important as formal education and labour market experience. Literacy is an essential skill that directly correlates to one’s ability to support themselves financially. Of all illiterate adults, over 43% live in poverty. Furthermore, social conceptions of race compound this issue, as race-based discrimination against African American and Hispanic people in the employment market increases the difficulty of earning wages comparable to white people, even when all individuals are at equivalent education levels. Unfortunately, illiteracy is manifested through racial and social inequities. Minority groups are the most predisposed to illiteracy and face the largest burden when confronted with it.
The issue of employment bleeds into American economic policy. Over $225 billion USD is lost each year because of non-productivity in the workforce, crime, and a loss of tax revenue due to unemployment; all of which are tied to low literacy. Moreover, the U.S. economy would generate an additional $2.2 trillion USD per year if all adults could read at or above the sixth-grade level. The nation’s largest metropolitan areas, such as New York City, Los Angeles, Chicago, and Dallas, would all gain at or just above 10% of their GDP by increasing adult literacy to the sixth-grade reading level. The literacy issue is remarkably interesting in this case because it is costly both in terms of lost and spent revenue.
Eradicating illiteracy would be extremely valuable for the social, political, and economic future of the United States. Of course, while illiteracy causes barriers for populations, barriers also exist in its eradication. The population represented by 16-74 year-olds is vastly overrepresented by individuals who have ‘aged-out’ of the public school system, making literacy less accessible. The United States currently has programs working to fight illiteracy, such as the National Literacy Directory. This directory helps individuals find local literacy programs in their area. While the access to such a resource is beneficial, more work has to be done to integrate literacy education into the social landscape of the United States. All individuals should feel confident in their abilities to fully participate in modern society; increasing literacy is a crucial step in building that confidence.
Edited by Robyn Matthews
Claudia Velimirovic is in her fourth and final year at McGill University pursuing a major in honours International Development and a minor in Social Entrepreneurship. This is her third year writing for Catalyst and she is particularly interested in politics, gender inequality, and women’s health.
Hey, thank you for the recent Claudia Velirimovic piece on illiteracy. Staggering numbers and partly explains why so many can’t overcome social issues that challenge their lives and communities. Since the Pandemic and resulting social disruption began in 2020 I have been perplexed at why people seem to be stuck. I had no idea the numbers were so large and why we have not addressed in any fashions. Seems there is no place, the time, or the Human Resources to catch up those willing to learn.
I was blessed with a 9th grade-educated mother who had luckily been a “phonics” taught student in the 1930s. She taught me to read at 3rd grade level when 5 and my whole life’s trajectory was forever changed. Sounds like we need 10-15,000,000 trained volunteers, not teachers (they have enough to do).
Anyways thanks for the piece.
Reading transcends generations, bringing together young and old.