Autoethnographic Account of an Aspect of Your Higher Education Experience That Pertains to Some Aspect of Your Marginalization And/Or Privilege as a Student.
Tracing attitudes toward the personal and how they have evolved within the pedagogy and scholarship of composition can establish a working definition for the term and lay out the current stakes for personal writing in our departments and classrooms and its potential for interdisciplinary expansion.
When parental and peer support is lacking, personalized education has the capability of aiding student success by "meeting the needs of a diverse student population". Smaller class sizes, flexibility, and collaborative learning experiences are also strategies instructors report using to aid in their students' success. Other researchers argue that instructor nonverbal immediacy, enthusiasm, and homophily affect the attrition rates of college students. Not surprising, first-generation college students report that their interactions with faculty outside the classroom are "integral to their success in the course and beliefs about their success at achieving other academic goals". Peer support (as alluded to earlier) and relationship building in and outside the classroom are also important contributors to student success. Studies have shown that team building and collaborative classroom exercises enable students to talk about personal experiences which make them feel more comfortable regarding their at-risk status.
In simpler terms, intersectionality is about understanding how systems of oppression came to be as such, and how they continue to be maintained. Additionally, and most importantly, it is an approach that is not summative in addressing issues.
Several anxiety-producing questions arose during the preparation of ones's autoethnography, questions about how to represent myself, how I was able to see given my proximity to the “field,” how various kinds of data are valued, how others would respond to my story, and how to work ethically within autoethnography.
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Smith, M. A. (2016). Making my grade: Privilege and student-faculty interaction at a twentyfirst-century U.S. research university. Journal of Contemporary Ethnography, 45(5).
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Wilbur, G., & Scott, R. (2013). Inside out, outside in: Power and culture in a learning
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