Exploring the Role of Social Capital in Remediation and Writing Development

• In Event: AERA Poster Session 1
  In Poster Session: Division J Poster Session: Student Learning and Development

Abstract

This study explores the impact of social capital for students who need writing remediation and/or are historically underrepresented in higher education. Data is drawn from a twelve-month ethnography of first-year writing at a Florida open-access college contending with reforms to remediation coursework. Semi-structured interviews (n=90) between 30 and 60 minutes in length were conducted with students, studio facilitators, writing instructors, administrators, and academic support staff. Twenty-three focus groups were conducted with students (n=183) in first-year writing classes. Findings show that small learning communities, such as "writing studios," can cultivate bounded solidarity among students, increase the institution's understanding of student needs, and provide important information and contextualization to students about writing assignments and instructors.

Author

• Michael Lanford, University of North Georgia