Identity-Based Pedagogy in Developmental Writing Courses in a Community College Context

• In Event: 66.089 - Sheraton Roundtable Session 13 - Grand Centre
  In Roundtable Session: 66.089-3 - Intra- and Interpersonal Contexts for Learning

Abstract

Researchers have called for the inclusion of identity exploration and identity development into curricula to more fully engage students in their own learning and motivational processes. However, little research exists on identity-based pedagogy in community college courses, specifically developmental courses. This study explored an identity-based intervention that encourages developmental writing students to make connections between academic content and the self, question identity aspects, and explore identity commitments. Using the Dynamic Systems Model of Role Identity to examine six students’ experiences, the study highlighted students’ unique role identities, identity exploration, and motivation. Findings indicated that students engaged in identity exploration and development in many cases, which illustrates the potential of identity-based pedagogy to promote desirable identity change, motivation, and learning.

Authors

• Monica D'Antonio, Montgomery County Community College

• Avi Kaplan, Temple University