This qualitative case study aimed to construct an understanding of academic writing of culturally diverse adolescent undergraduate students in relation to their cultural and linguistic identities. The study focused on five participants. All participants were between 18 and 22 years old, and they varied in academic standing. The participants’ countries of origin were India, Nigeria, and the United States. The American participants were from Latin and South Asian cultural backgrounds. I performed three semi-structured interviews with each participant to gather data. I also collected two writing assignments from each participant, an assignment that participants liked writing, and another they disliked writing. I formulated questions for the third interview based on those assignments. The questions for the first and second interviews focused on the students’ background and their perception and experience of academic writing. I used grounded theory to explore the themes inherent in the data and Gee’s identity tool to discover participants’ cultural and writerly identities. The data were presented through multiple case studies and cross case analysis to identify the similarities and dissimilarities across the cases. Results suggested that participants’ academic writing experience and perception were reciprocal for the participants. All the participants mentioned perception and experience components synchronously when explaining their academic writing approach, process, strengths, and weaknesses. They also drew on their culture and language when explaining their academic decisions or academic writing. This dissertation research advocates for a need for students to be able to connect their cultural and linguistic identities with their academic writing.
|Commitee:||Agran, Martin, Cho, Jeasik, Rush, Leslie, Shim, Jenna|
|School:||University of Wyoming|
|Department:||Curriculum & Instruction|
|School Location:||United States -- Wyoming|
|Source:||DAI-A 80/01(E), Dissertation Abstracts International|
|Subjects:||Bilingual education, Education, Language|
|Keywords:||Academic writing, Cultural and linguistic identities of undergraduate students, Cultural identity and academic writing, Culturally relevant pedagogy, Culturally responsive teaching, Undergraguate adolescents|
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