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Minding the gap: Constructing studen...

Fletcher, Lane Ferrero.

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Minding the gap: Constructing students who transfer between community college and university.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Minding the gap: Constructing students who transfer between community college and university./
作者:	Fletcher, Lane Ferrero.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	271 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Rhetoric. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10648554
ISBN:	9780355240580

Minding the gap: Constructing students who transfer between community college and university.
Fletcher, Lane Ferrero.

Minding the gap: Constructing students who transfer between community college and university. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 271 p.

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--University of Houston, 2017.

This item is not available from ProQuest Dissertations & Theses.

National, state, and local studies reveal that there is an achievement gap between transfer students who move between institutions and "native" or "direct entry" students who take all their courses at the university from which they eventually earn their bachelors' degrees. For example, for graduates of the University of Houston in 2013, the gap between transfer and native students was 27%, according to the Texas Higher Education Coordinating Board: 81% of students who began and concluded their pursuit of a bachelors' degree at the University of Houston graduated, while only 54% of students who transferred from some other institution to UH graduated.

ISBN: 9780355240580Subjects--Topical Terms:

516647
Rhetoric.

Minding the gap: Constructing students who transfer between community college and university.
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
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520 $a National, state, and local studies reveal that there is an achievement gap between transfer students who move between institutions and "native" or "direct entry" students who take all their courses at the university from which they eventually earn their bachelors' degrees. For example, for graduates of the University of Houston in 2013, the gap between transfer and native students was 27%, according to the Texas Higher Education Coordinating Board: 81% of students who began and concluded their pursuit of a bachelors' degree at the University of Houston graduated, while only 54% of students who transferred from some other institution to UH graduated.
520 $a This research project draws attention to the discrepancies and fallacies in the ways that texts which surround student transfer construct students who transfer from community college to university, causing gaps between the transfer students constructed in the texts and the real, breathing students in our classrooms. I argue that this gap is one causative factor of the achievement gap between bachelors' degree attainment rates of students who transfer to the university from a community college and those who do not transfer. The particular texts examined in this study (including national, state, and local statistical reports; texts read by instructors of the frequently-transferred first-year writing courses; and digital texts which students encounter when they attempt to be admitted to community colleges and to universities and to transfer semester credit hours earned at one institution to another) erect roadblocks in transfer students' pathways to achievement of a baccalaureate degree by creating student constructs which influence policy, pedagogy, and participation.
520 $a This study looks carefully at how language works in the interspaces between reader and text, reader and author, to see how this interaction constructs transfer students in certain ways that might tend to subtly interfere with some students achieving their goals. However, by talking, reading, and writing together we can construct new knowledge and identities and overcome these barriers.
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