Writing and Achievement at University as Individualistic or Social Practices: Two Latino Undergraduates' Contrasting Approaches to Academic Success

Autor/in	Mori, Miki
Titel	Writing and Achievement at University as Individualistic or Social Practices: Two Latino Undergraduates' Contrasting Approaches to Academic Success
Quelle	In: Journal of Language, Identity, and Education, 18 (2019) 2, S.126-140 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mori, Miki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2018.1528546
Schlagwörter	Undergraduate Students; Academic Achievement; Hispanic American Students; Writing Processes; Social Structure; Social Capital; Student Attitudes; Independent Study; Second Language Learning; Graduation; Dropouts; Comparative Analysis; English (Second Language); Self Concept; Mexican Americans; Cultural Capital; Social Support Groups; Educational Experience; Cooperative Learning; Student Research; Individualism + Suchen Sie Ihr Suchwort? Schulleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Sozialstruktur; Sozialkapital; Schülerverhalten; Selbststudium; Zweitsprachenerwerb; Abschluss; Graduierung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstkonzept; Social support; Soziale Unterstützung; Bildungserfahrung; Kooperatives Lernen; Studentenforschung; Individualismus
Abstract	Although Latino enrollment has increased at postsecondary institutions, this minority population is not graduating at the same rate as others. The current study looks at the intersection of educational success stories and writing practices of two upper division Latino students, Martin and Raquel, at a large public U.S. university. Using Bourdieu's (1977, 1991) theories of symbolic capital and agency, the study addresses how the students' stories reflect their approach to academics, specifically during the writing process. The study found that despite similar demographic backgrounds, the students greatly differed in their approaches to academic success and the writing process. While Martin adopted an individualistic approach, Raquel relied on social structures to help with the academic and linguistic capital needed to succeed in college. Moreover, while Raquel graduated from university, Martin did not. The study concludes with discussing which approach might be more useful for academic achievement at the postsecondary level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01