Show simple item record

dc.contributor.advisorCucchiara, Maia Bloomfield
dc.creatorMorris, Myla Bianca
dc.date.accessioned2020-10-27T15:28:01Z
dc.date.available2020-10-27T15:28:01Z
dc.date.issued2016
dc.identifier.other965642526
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1958
dc.description.abstractThis 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.
dc.format.extent285 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Community College
dc.subjectRhetoric
dc.subjectEducational Sociology
dc.subjectAuthority
dc.subjectCollege Writing
dc.subjectCommunity College
dc.subjectHabitus
dc.subjectQualitative
dc.subjectWorking Class
dc.titleWriting Class: How Class-Based Culture Influences Community College Student Experience in College Writing
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberHorvat, Erin McNamara, 1964-
dc.contributor.committeememberSmith, Michael W. (Michael William), 1954-
dc.contributor.committeememberGoldblatt, Eli
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1940
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-27T15:28:01Z


Files in this item

Thumbnail
Name:
Morris_temple_0225E_12394.pdf
Size:
2.918Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record