Abstract
Investigates how social class affects the educational narratives of working-class students—both their initial access to four-year institutions and their ability to persevere until they obtain bachelor’s degrees. Argues that a genuine concern with diversity should lead compositionists to question the selective functions of the academy and the role of composition in maintaining them.
- Journal
- College English
- Published
- 1999-07-01
- DOI
- 10.58680/ce19991152
- CompPile
- Open Access
- Closed
- Topics
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- Export
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Citation context
Cited by in this index (1)
-
Virtanen (2006)Open Words: Access and English Studies
References (0)
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