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Intersections: Academic discourse a...

Osborn, Jan M.

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Intersections: Academic discourse and student identities in a community college writing class.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Intersections: Academic discourse and student identities in a community college writing class./
Author:	Osborn, Jan M.
Description:	272 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-11, Section: A, page: 4274.
Contained By:	Dissertation Abstracts International70-11A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3384926
ISBN:	9781109489613

Intersections: Academic discourse and student identities in a community college writing class.
Osborn, Jan M.

Intersections: Academic discourse and student identities in a community college writing class. - 272 p.

Source: Dissertation Abstracts International, Volume: 70-11, Section: A, page: 4274.

Thesis (Ph.D.)--University of California, Riverside, 2009.

Community colleges serve the greatest numbers of first-generation college students from socially, culturally, and linguistically diverse communities as they enter higher education. Academic discourse serves as an important factor in how students achieve the role of college student. The overarching purpose of this qualitative study was to understand the relationship between the construction of academic discourse and the negotiation of student identities in a community college writing classroom. This study adds to the literature regarding how first-generation college students from diverse backgrounds are initiated into academic discourse at the community college. It looks at a specific community college writing classroom, providing detailed evidence of the construction of academic discourse, the diversities represented by the students, and how the students negotiated identities in the space created between the diversities they embodied and academic discourse as it was constructed in this setting. The research questions were addressed through critical discourse analysis and the study's findings were analyzed within the theoretical frame of the sociocultural nature of language and the relationship between language and identity. Theorists whose work was foundational for the study were Bakhtin, Bourdieu, Gee, Fairclough, Pavlenko and Blackledge, and Canagarajah. The study's results suggest that academic discourse as constructed in this environment did not represent or embrace the social, cultural, or linguistic diversities the students brought to the community college, limiting their identities as writers in the academy and limiting the transformative possibilities for the community college to reflect a 21st century reality and to engage in a dialectic relationship with students. Specifically, students were not initiated into the discourse of the academy in a way that maximized their understanding of this discourse or consciousness of their own strengths as language users, writers, and students; the initiation resulted in a kind of writing where students attempted to remove epistemic, experiential, and linguistic markers from their work. The students, the data suggested, misrecognized the symbolic domination at work in the classroom as indicative of their own shortcomings, resulting in a reductive rather than an additive stance toward writing in the community college.

ISBN: 9781109489613Subjects--Topical Terms:

1018008
Education, Community College.

Intersections: Academic discourse and student identities in a community college writing class.
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100 1 $a Osborn, Jan M. $3 1678036
245 1 0 $a Intersections: Academic discourse and student identities in a community college writing class.
300 $a 272 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-11, Section: A, page: 4274.
500 $a Advisers: Begona Echeverria; Melanie Sperling.
502 $a Thesis (Ph.D.)--University of California, Riverside, 2009.
520 $a Community colleges serve the greatest numbers of first-generation college students from socially, culturally, and linguistically diverse communities as they enter higher education. Academic discourse serves as an important factor in how students achieve the role of college student. The overarching purpose of this qualitative study was to understand the relationship between the construction of academic discourse and the negotiation of student identities in a community college writing classroom. This study adds to the literature regarding how first-generation college students from diverse backgrounds are initiated into academic discourse at the community college. It looks at a specific community college writing classroom, providing detailed evidence of the construction of academic discourse, the diversities represented by the students, and how the students negotiated identities in the space created between the diversities they embodied and academic discourse as it was constructed in this setting. The research questions were addressed through critical discourse analysis and the study's findings were analyzed within the theoretical frame of the sociocultural nature of language and the relationship between language and identity. Theorists whose work was foundational for the study were Bakhtin, Bourdieu, Gee, Fairclough, Pavlenko and Blackledge, and Canagarajah. The study's results suggest that academic discourse as constructed in this environment did not represent or embrace the social, cultural, or linguistic diversities the students brought to the community college, limiting their identities as writers in the academy and limiting the transformative possibilities for the community college to reflect a 21st century reality and to engage in a dialectic relationship with students. Specifically, students were not initiated into the discourse of the academy in a way that maximized their understanding of this discourse or consciousness of their own strengths as language users, writers, and students; the initiation resulted in a kind of writing where students attempted to remove epistemic, experiential, and linguistic markers from their work. The students, the data suggested, misrecognized the symbolic domination at work in the classroom as indicative of their own shortcomings, resulting in a reductive rather than an additive stance toward writing in the community college.
590 $a School code: 0032.
650 4 $a Education, Community College. $3 1018008
650 4 $a Language, Rhetoric and Composition. $3 1019205
650 4 $a Education, Curriculum and Instruction. $3 576301
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773 0 $t Dissertation Abstracts International $g 70-11A.
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790 $a 0032
791 $a Ph.D.
792 $a 2009
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