Differences in Student Written Communication Skills as a Function of Demographic Characteristics

• In Event: Marriott Roundtable Session 25
  In Roundtable Session: Culture and Assessment in Higher Education

Abstract

Researchers and educators broadly recognize the need for students to have effective written communication skills; however, serious questions remain whether students are leaving colleges and universities with these necessary skills. These questions are particularly acute for students who may already be at-risk academically (e.g., racial/ethnic minority students, first-generation students, and students with financial need). Using social capital theory, this study examined differences in student written communication skills by student ethnicity, race, gender, first-generation status, and socioeconomic status. A multiple regression of student writing scores revealed these demographic variables were predictive of student performance. The written communication skills of Black students were lower than those of White students, and the skills of male students were lower than those of female students.

Author

• Jeff Roberts, Sam Houston State University