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Discourse, diversity, and disadvanta...

Layden, Susan B.

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Discourse, diversity, and disadvantage: Investigating how minority and working-class students negotiate identities during the first year at a selective liberal arts college.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Discourse, diversity, and disadvantage: Investigating how minority and working-class students negotiate identities during the first year at a selective liberal arts college./
作者:	Layden, Susan B.
面頁冊數:	306 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1694.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3177551
ISBN:	0542171473

Discourse, diversity, and disadvantage: Investigating how minority and working-class students negotiate identities during the first year at a selective liberal arts college.
Layden, Susan B.

Discourse, diversity, and disadvantage: Investigating how minority and working-class students negotiate identities during the first year at a selective liberal arts college. - 306 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1694.

Thesis (Ph.D.)--State University of New York at Albany, 2005.

Elite institutions of higher education participate in discussions of diversity in ways that create a language of diversity that relates to personal, social, academic and workplace competence. This conception entails a vision of an equal society, or at least contributing toward such ends. Yet, the language and actions of this vision contradict the existing social order, one that remains unequal and hierarchical (Bourdieu, 1984; Fairclough, 1992; Collins, 2001). If this were not true, we would not have institutionally designated "disadvantaged" college students who come primarily from working-class and minority backgrounds.

ISBN: 0542171473Subjects--Topical Terms:

1017790
Education, Reading.

Discourse, diversity, and disadvantage: Investigating how minority and working-class students negotiate identities during the first year at a selective liberal arts college.
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520 $a Elite institutions of higher education participate in discussions of diversity in ways that create a language of diversity that relates to personal, social, academic and workplace competence. This conception entails a vision of an equal society, or at least contributing toward such ends. Yet, the language and actions of this vision contradict the existing social order, one that remains unequal and hierarchical (Bourdieu, 1984; Fairclough, 1992; Collins, 2001). If this were not true, we would not have institutionally designated "disadvantaged" college students who come primarily from working-class and minority backgrounds.
520 $a This ethnographic case study investigates the relation between the larger institutional conception of "diversity" and the experiences and literate identities of working-class and minority students who represent the diversity within these institutions. The study's specific combination of discourse analysis and ethnography analyzes how prior and current social context, processes and practices around academic discourse and the language of diversity and disadvantage used in higher education influence the formation of literate identities. Pre-college identities and early college interactions around reading, writing, speaking, and thinking are sources of tension for these students, and the negotiation of this tension has clear implications for their literate identities and their likely success or failure in higher education.
520 $a This study provides insight into the transition to college for working-class and minority students by focusing on the interactions and tensions involved in campus contexts and their classroom and campus interactions, and the implications for literate identities. Such information is useful in rethinking the support programs institutions design to respond to these students' needs. In addition, ethnographic and discourse analysis of students' lives and the conflicts they experience in regard to literate identities allow us to better understand the implications of the discourses of diversity and disadvantage and the commodification of multiculturalism (McLaren & Gutierrez, 1994) for literate identities, the experience of class, and academic practices in higher education. Using ethnography and critical discourse analysis, and drawing on action research traditions, this study extends current explanations for why disadvantaged students do well or fail to do well in college.
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