Abstracts
Keywords:
- interdisciplinary studies,
- academic writing,
- HBCU
Appendices
Bibliography
- Bean, J.C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.
- Butler, J. (1997). The psychic life of power: Theories in subjection. Stanford University Press.
- Cogie, J. (2011). Breaking the silence on racism through agency within a conflicted field. In Greenfield, L., and Rowan, K. (Eds.), Writing centers and the new racism: A call for sustainable dialogue and change. (pp. 228-252). Utah State University Press. 10.2307/j.ctt4cgk6s.15
- Davila, B. (2016). The inevitability of “Standard” English: Discursive constructions of standard language ideologies. Written Communication, 33(2), 127-148.
- Donaldson, A., Ward, N., & Bradley, S. (2010). Mess among disciplines: Interdisciplinarity in environmental research. Environment and Planning A: Economy and Space. 42(7). https://doi.org/10.1068/a42483
- Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Pell Institute for the Study of Opportunity in Higher Education.
- Grabowski, C., et. al (2016). Today's non-traditional student: Challenges to academic success and degree completion. Inquiries Journal/Student Pulse, 8(03). Retrieved from http://www.inquiriesjournal.com/a?id=1377
- Greenfield, L. (2011). The "Standard English" fairy tale: A rhetorical analysis of racist pedagogies and commonplace assumptions about language diversity. In Greenfield, L., and Rowan, K. (Eds.), Writing centers and the new racism: A call for sustainable dialogue and change. (pp. 33-60). Utah State University Press. 10.2307/j.ctt4cgk6s.6
- Johnson C. Smith University. (2021). 2021-2022 University Catalog. https://www.jcsu.edu/uploads/31/a9/31a9581f019b55c62f4cc5fdb4cd8688/2021-22-Catalog-for-Release-1.52.pdf
- Lippi-Green, R. (2012). English with an accent: Language, ideology, and discrimination in the United States (2nd ed.). London, UK: Routledge.
- McSwan, J. (2020). Academic English as standard language ideology: A renewed research agenda for asset-based language education. Language Teaching Research, 24(1), 28-36.
- Milroy, L. (1999). Standard English and language ideology in Britain and the United States. In T. Bex & R.J. Watts (Eds.), Standard English: The widening debate (pp.173-206). London, UK: Routledge.
- Mitchell, K. L., & Randolph, R. E. (2019). A page from our book: Social justice lessons from the HBCU writing center. The Writing Center Journal, 37(2), 21–42. https://www.jstor.org/stable/26922016
- Pessoa, S., Mitchell, T.D., & Reilly, B. (2019). Scaffolding the writing of argumentative essays in history: A functional approach. History Teacher, 52(3), pp. 411-440.
- Poe, M. (2022, in press). Learning to unlearn the teaching and assessment of academic writing. Discourse and Writing/Rédactologie, 32(2022).
- Rauch, M.J. (2020). Perception of academic writing from first generation non-traditional students. PhD Dissertation. University of Mississippi. Electronic Theses and Dissertations. 1850. https://egrove.olemiss.edu/etd/1850
- Soria, K. M. and Stebleton, M. J. (2012). First-generation students' academic engagement and retention, Teaching in Higher Education, 17(6), pp. 673-685, doi: 10.1080/13562517.2012.666735
- Tagg, J. (2003). The learning paradigm college. Boston, MA: Anker.
- Young, V.A. (2011). Should writers use they own English? In Greenfield, L., and Rowan, K. (Eds.), Writing centers and the new racism: A call for sustainable dialogue and change. (pp. 62-72). Utah State University Press. 10.2307/j.ctt4cgk6s.15