Exploring Narrated Belonging in/through Disciplinary Writing
Bibliographic Data
| ID | 21307684 |
|---|---|
| Authors | Justin Nicholes (0000-0001-6452-1997, corresponding author) |
| Year | 2022 |
| Volume | 73 |
| Issue | 3 |
| Pages | 493-525 |
| Publication date | 2022-02-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | College Composition and Communication (JOURNAL) |
| Journal identifiers | ISSN: 0010-096X • E-ISSN: 1939-9006 |
| Publisher | National Council of Teachers of English (PUBLISHER • US) |
| DOI | 10.58680/ccc202231876 |
| OpenAlex | W4385820970 |
| Language | EN |
| Citations received | 1 |
| References cited | 27 |
This study sought to explore how undergraduates in two majors (chemistry and English) at one US public university constructed identities of belonging in academic life stories, and how these stories may be understood as relating to their evaluations of what they identified as personally meaningful disciplinary writing
Academic writing · Discipline · Higher education · Pedagogy · Political science · Social science · Sociology · Discourse Analysis in Language Studies · Innovative Teaching and Learning Methods · Reflective Practices in Education
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STEM Stereotypic Attribution Bias Among Women in an Unwelcoming Science Setting
Narrative as self-portrait
Co-Construction
Life as Narrative
The politics of transcription
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |