Transitioning Counter-Stories: Black Student Accounts of Transitioning to College-Level Writing
Keywords
higher education, composition, critical race theory, counter-story, race, literacy, writing, college, high school
Abstract
This article details some of the writing and high-school-to-college transitioning experiences through nine Black American student voices collected from interviews at a predominantly White university in the southern United States. These accounts show what gaps exist in current scholarship and disciplinary knowledge about student writers and transitioning as well as how college educators might create antiracist, culturally sustaining writing pedagogy at the transition level.
Publication Date
6-2018
Original Citation
Kareem, Jamila M. “Transitioning Counter-Stories: Black Student Accounts of Transitioning to College-Level Writing.” Journal of College Literacy and Learning, vol. 44, June 2018, pp. 36–56. Reprinted from Journal of College Literacy and Learning, Volume 44, Copyright © 2018. All rights reserved.
Document Type
Paper
Copyright Status
Publisher retained
Publication Version
Publisher's version
College
College of Arts and Humanities
Department
Department of Writing and Rhetoric
STARS Citation
Kareem, Jamila M., "Transitioning Counter-Stories: Black Student Accounts of Transitioning to College-Level Writing" (2018). Faculty Scholarship and Creative Works. 876.
https://stars.library.ucf.edu/ucfscholar/876
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