This dissertation examines the prevalence of school-induced literacy shaming in first-year college writers while examining how these experiences have shaped the students' attitudes towards writing in ways that impacted their academic trajectories. Using a qualitative approach, data was collected through surveys, narrative prompts, and semi-structured interviews to answer five research questions concerning the nature, prevalence, and effects of literacy shaming. The findings reveal that literacy shaming events stemmed from three distinct social spheres: teachers, peers, and family. These events of varying magnitude all profoundly affected participants' self-esteem and motivation. Diverse students reported recuring shaming experiences in classroom settings due to a lack of accommodations. Notably, the literacy shaming events negatively impacted the academic success of these students by expanding to other academic areas. Interestingly, some students' career choices were shaped by these experiences with many entering education-related fields. Despite the negative effects, some students transcended literacy shaming and became confident writers through effective pedagogical interventions, such as low-stakes writing exercises, collaborative projects, and creative assignments. These activities rebuilt students' confidence in writing. Supportive teachers, peers, and family members are crucial in reshaping students' attitudes toward writing. This study provides recommendations for educators to mitigate literacy shaming and promote more inclusive and supportive learning environments across educational contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]