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They tried to bury us but they didn’t know we were seeds

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TitleInfo
Title
They tried to bury us but they didn’t know we were seeds
SubTitle
the literacy practices of developmental college students
Name (type = personal)
NamePart (type = family)
Carolan
NamePart (type = given)
Rosemary Griffin
NamePart (type = date)
1946-
DisplayForm
Rosemary Griffin Carolan
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
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Rubin
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Beth
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Beth Rubin
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Advisory Committee
Role
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chair
Name (type = personal)
NamePart (type = family)
Mangual Figueroa
NamePart (type = given)
Ariana
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Ariana Mangual Figueroa
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Advisory Committee
Role
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internal member
Name (type = personal)
NamePart (type = family)
McLean
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Cheryl
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Cheryl McLean
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Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Rowsell
NamePart (type = given)
Jennifer
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Jennifer Rowsell
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Advisory Committee
Role
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outside member
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Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
School of Graduate Studies
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school
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Text
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theses
OriginInfo
DateCreated (qualifier = exact)
2018
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2018-05
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2018
Place
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xx
Language
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eng
Abstract (type = abstract)
As many as 40% of first-year college students are required to take one or more non-credit remedial courses, including developmental, or basic, composition. Research has shown that these courses do not increase a student’s chances of graduating and may actually impede them, and that a disproportionately large number of minority students are assigned to them. This study focuses on seven students who have been assigned to a developmental composition course, with the goal of learning about their literacy practices in order to understand the social structures, cultures, and relationships that surround them. Informed by the New Literacy Studies and Bourdieu’s theory of practice, this dissertation represents a three-semester qualitative study in ethnographic style, and addresses the following questions: 1. What are the literacy practices of first-year college students who have been placed into a developmental writing course? 2. How do developmental college students’ literacy practices reflect their relationships with educational institutions and the larger society? 3. What do developmental college students’ literacy practices reveal about how they construct their identities amid conflicting pressures from school, family, and peers? The data included interviews, field notes from observations, academic documents, and social media, with analysis following the tenets of grounded theory. Findings revealed the multimodal, varied, and creative uses of literacy by the participants, and brought to light the previously unrecognized injustices imposed on them through symbolic violence by the educational system. In addition, the findings have led to a deeper understanding of how marginalized students in their first year of college constructed their identities through texts, to make sense of their challenges and to resist forces that worked against them, as they attempted to adjust to the academic discourse required to complete college successfully. The study concludes that virtually every student who enters college requires guidance in some aspect of academic literacy, and that, rather than singling out certain students, higher education should work toward providing the necessary guidance to all students proactively.
Subject (authority = RUETD)
Topic
Education
Subject (authority = ETD-LCSH)
Topic
Creative writing (Higher education)
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD
Identifier
ETD_8779
PhysicalDescription
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electronic resource
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application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xii, 235 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Rosemary Griffin Carolan
RelatedItem (type = host)
TitleInfo
Title
School of Graduate Studies Electronic Theses and Dissertations
Identifier (type = local)
rucore10001600001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T32R3W40
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Carolan
GivenName
Rosemary
MiddleName
Griffin
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2018-04-08 17:46:40
AssociatedEntity
Name
Rosemary Carolan
Role
Copyright holder
Affiliation
Rutgers University. School of Graduate Studies
AssociatedObject
Type
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2018-04-08T17:26:27
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2018-04-08T17:26:27
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