Abstract

This longitudinal study of first-generation, low-income students considers the impact of their participation in a multicultural learning community designed to combat the isolation and marginalization they experience at a large Midwestern research university. The study explores the extent to which multicultural curriculum and critical pedagogy create avenues for intrapersonal self-authorship for historically marginalized students in a TRiO program. Findings indicate that intentionally drawing students’ lived experiences into the learning process and scaffolding opportunities to reflect on one’s multiple identities positively impacts development of the intrapersonal dimension of self-authorship.

pdf

Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 267-284
Launched on MUSE
2012-03-22
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.