Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing

Autor/in	Morris, Myla
Titel	Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing
Quelle	(2016), (285 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Temple University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-5542-7
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Two Year College Students; Qualitative Research; Working Class; Participant Observation; Interviews; Documentation; Content Analysis; Student Experience; College Freshmen; Writing Instruction; Teacher Student Relationship; Power Structure; Literacy Education; Urban Schools; Social Class; Ethnography + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Qualitative Forschung; Arbeiterklasse; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Dokumentation; Inhaltsanalyse; Studienerfahrung; Studienanfänger; Schreibunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Social classes; Soziale Klasse; Ethnografie
Abstract	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. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01