Discourses of Remediation

Low-Income Students and Academic Identities

Bibliographic Data

ID3755594
AuthorsJulia Colyar (University at Buffalo, State University of New York, corresponding author), Julia E Colyar (University at Buffalo, State University of New York, Buffalo, NY, USA,), Amy E Stich (0000-0002-1260-5088, University at Buffalo, State University of New York, Buffalo, NY, USA)
Year2011
Volume55
Issue2
Pages121-141
Publication date2011-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAmerican Behavioral Scientist (JOURNAL)
Journal identifiersISSN: 0002-7642 • E-ISSN: 1552-3381
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0002764210381870
OpenAlexW2066876295
LanguageEN
Citations received2
References cited30

This article draws on the framework of new literacy studies (Gee, 1996, 2005) to explore remedial students' academic identities. The authors use discourse analysis to examine students' written assignments from one remedial summer bridge course. Student-written assignments include themes and rhetorical devices that suggest the complexities of negotiating academic identities. In particular, low-income student participants express uncertainty about their academic selves. The authors offer this framework as one means of further exploring remedial student experiences

Bridge (graph theory) · Higher education · Linguistics · Literacy · Mathematics education · Negotiation · Pedagogy · Political science · Remedial education · Rhetorical question · Social science · Sociology · Critical Race Theory in Education · Law · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies

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