Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing
Genre
Thesis/DissertationDate
2016Author
Morris, Myla BiancaAdvisor
Cucchiara, Maia BloomfieldCommittee member
Horvat, Erin McNamaraSmith, Michael W. (Michael William)
Goldblatt, Eli
Department
Urban EducationSubject
Education, Community CollegeRhetoric
Educational Sociology
Authority
College Writing
Community College
Habitus
Qualitative
Working Class
Permanent link to this record
http://hdl.handle.net/20.500.12613/1958Metadata
Show full item recordDOI
http://dx.doi.org/10.34944/dspace/1940Abstract
This study was designed to build on the existing research on teaching and learning in community college contexts and the literature of college writing in two-year schools. The work of Pierre Bourdieu formed the primary theoretical framework and composition theory was used to position this study in the literature of the college writing discipline. Employing qualitative research methods and a critical working-class perspective, this study reflects a combined data set of participant observation, in-depth personal interview, and document analysis, giving shape to the experiences of fourteen students in one section of a first-year college writing course. This ethnographic study provided fruitful data regarding the nature of student/teacher relationships and students’ negotiation of authority in the classroom and in their writing. The results showcase the value of in-depth, qualitative research in college writing classrooms, a perspective with great potential to reveal underlying factors for student behaviors and outcomes in two-year literacy education.ADA compliance
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