ERIC Number: EJ913888
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 195
Minority College Students and Tacit "Codes of Power": Developing Academic Discourses and Identities
White, John Wesley; Lowenthal, Patrick R.
Review of Higher Education, v34 n2 p283-318 Win 2011
This paper examines an often-overlooked contributing factor to minority student collegiate attrition: students' limited knowledge of--and sometimes resistance to--the kinds of academic discursive practices they need to become "full participants" (Lave & Wenger, 1991) in the university setting. Adopting a Vygotskian view of sociolinguistics, we also posit that linguistic and communicative dissonance from the discourse community of the university prohibits the development of a collegiate academic identify. Rather, because language is so strongly rooted to culture and identity, some minority students openly resist the adoption of the very discursive skills they need to survive and thrive at college.
Descriptors: Minority Group Students, College Students, Academic Discourse, Resistance (Psychology), Academic Achievement, Student Attrition, Literacy, Discourse Communities, Identification, Power Structure
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A