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Writing center tutors' perceptions o...

Witherite, Elizabeth L.

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Writing center tutors' perceptions of social justice issues: A multiple method qualitative study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Writing center tutors' perceptions of social justice issues: A multiple method qualitative study./
Author:	Witherite, Elizabeth L.
Description:	160 p.
Notes:	Source: Masters Abstracts International, Volume: 52-06.
Contained By:	Masters Abstracts International52-06(E).
Subject:	Sociolinguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1555481
ISBN:	9781303880179

Writing center tutors' perceptions of social justice issues: A multiple method qualitative study.
Witherite, Elizabeth L.

Writing center tutors' perceptions of social justice issues: A multiple method qualitative study. - 160 p.

Source: Masters Abstracts International, Volume: 52-06.

Thesis (M.A.)--Indiana University of Pennsylvania, 2014.

Following literature by Grimm (1999), Denny (2010), and Condon (2012), this study explored tutors' perceptions based on Bell's (2007) framework, which described similarities among various manifestations of social injustices, by considering the research question: How do peer tutors experience and conceptualize social justice issues within the context of tutoring sessions in the writing center? Data were collected from eight participants through interviews, concept mapping tasks, and social category ranking tasks, yielding 8.5 hours of audio-recorded data and 145 pages of transcriptions.

ISBN: 9781303880179Subjects--Topical Terms:

524467
Sociolinguistics.

Writing center tutors' perceptions of social justice issues: A multiple method qualitative study.
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020 $a 9781303880179
035 $a (MiAaPQ)AAI1555481
035 $a AAI1555481
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100 1 $a Witherite, Elizabeth L. $3 3183224
245 1 0 $a Writing center tutors' perceptions of social justice issues: A multiple method qualitative study.
300 $a 160 p.
500 $a Source: Masters Abstracts International, Volume: 52-06.
500 $a Adviser: Ben Rafoth.
502 $a Thesis (M.A.)--Indiana University of Pennsylvania, 2014.
520 $a Following literature by Grimm (1999), Denny (2010), and Condon (2012), this study explored tutors' perceptions based on Bell's (2007) framework, which described similarities among various manifestations of social injustices, by considering the research question: How do peer tutors experience and conceptualize social justice issues within the context of tutoring sessions in the writing center? Data were collected from eight participants through interviews, concept mapping tasks, and social category ranking tasks, yielding 8.5 hours of audio-recorded data and 145 pages of transcriptions.
520 $a Findings included evidence that tutors experience social injustices as occasionally insurmountable barriers to tutoring. This research also revealed that some injustices are more visible to tutors, participants recognized oppression as manifesting in language, some tutors seek explanations for injustices, and most tutors defer to higher authorities (i.e., professors, academic discourse). Based on these findings, I argue that presumptions must be openly discussed and reconceptualized by all writing center stakeholders.
590 $a School code: 0318.
650 4 $a Sociolinguistics. $3 524467
650 4 $a Social research. $3 2122687
650 4 $a Multicultural Education. $3 2122919
690 $a 0636
690 $a 0344
690 $a 0455
710 2 $a Indiana University of Pennsylvania. $b English. $3 1026395
773 0 $t Masters Abstracts International $g 52-06(E).
790 $a 0318
791 $a M.A.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1555481