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 McNamara, 1964-Smith, Michael W. (Michael William), 1954-
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
For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.eduCollections
Related items
Showing items related by title, author, creator and subject.
-
Community College Students' Awareness and Use of College InformationThis qualitative case study utilized interviews with community college students enrolled in at least one developmental course to describe how students accessed college information and used this information to solidify or adjust their educational aspirations. College information sources included relatives, friends, classmates, professors, advisors, and other college personnel. Bourdieu's cultural capital and Tinto's integration frameworks were used as guiding theories. This study utilized semi-structured interviews with 15 first-time, full-time, remedial students at a suburban community college in the northeastern United States. Interviews conducted in the fall and spring semesters explored students' perceptions of college information sources in order to gain insight into how students viewed information and its implications over time. This study identified four categories that broadly characterize students' information seeking and application behavior: students were classified as dreamers, drifters, passengers, or planners. Students classified as dreamers had difficulty aligning their career and educational goals. While college information was an issue for dreamers, they required more intensive guidance about their larger educational picture before information about intermediary steps would be meaningful for them. Drifters had informed educational goals, but possessed incomplete information or had difficulty applying strategies to reach these goals. Passengers and planners were well-informed and had specific strategies to accomplish their educational aspirations. Planners actively sought out information. Passengers benefited from a guide, such as a dedicated advisor or mentor, who helped them to interpret and apply the information. This study suggests that just presenting students with information is insufficient; to get students on surer footing, colleges should explore both decreasing the need for information in the first place and providing students assistance with applying information to their unique situations.
-
Blended Librarianship: [Re]Envisioning the Role of Librarians as Educator in the Digital Information AgeBlended librarianship is intentionally not library centric (i.e., focused on the building and its physical collections) but, rather, it is librarian centric (i.e., focused on people's skill, knowledge they have to offer, and relationships they build).\n0 tools and emerging communication technologies can be directly present in both environments to provide course related instruction, deliver library resources and tutorials, as well as answer reference questions. [...] by integrating fundamental instructional design skills and knowledge, blended librarians become partners with faculty and other academic professionals in designing courses and incorporating information literacy and research skills into academic programs to achieve student learning outcomes.
