Description
This dissertation investigates the origins of dual enrollment (DE) writing courses that give students the opportunity to receive college credit for writing in high school. While no previous research dates DE programs to before the 1970s, this dissertation analyzes the development of the self-proclaimed “longest-running” DE program that began at the University of Connecticut in 1955. In this work, I contend that the University of Connecticut’s DE program began as a complacent act that further advanced already privileged (white affluent) students and further marginalized students of color, which extends marginalizing aspects of the origins of the first-year writing requirement.
I first establish the historical, social, and political context for the development of DE programs at the University of Connecticut with an overview Brown v. Board of Education, whites’ resistance to integration, and the white complacency of citizens in Connecticut in the 1950s. Using whiteness theory and feminist research methods, archival research conducted at the University of Connecticut focused on the development of DE programs shows an institutional absent presence, that is, there is an absence of reference to Brown, integration, or race of students where it concerns the construction, inception, and operation of the first DE writing courses. And finally, an attempt at a disparate impact analysis of current assessment practices that determine enrollment in DE writing courses highlights access and assessment as a connection between the history and the present state of DE programs and DE composition courses. With the inclusion of DE composition, my dissertation project fills at least some of the identified gap in historical research in Rhetoric and Composition Studies during the 1950s and extends arguments of how white complacency has and continues to influence the field and first-year writing.
I first establish the historical, social, and political context for the development of DE programs at the University of Connecticut with an overview Brown v. Board of Education, whites’ resistance to integration, and the white complacency of citizens in Connecticut in the 1950s. Using whiteness theory and feminist research methods, archival research conducted at the University of Connecticut focused on the development of DE programs shows an institutional absent presence, that is, there is an absence of reference to Brown, integration, or race of students where it concerns the construction, inception, and operation of the first DE writing courses. And finally, an attempt at a disparate impact analysis of current assessment practices that determine enrollment in DE writing courses highlights access and assessment as a connection between the history and the present state of DE programs and DE composition courses. With the inclusion of DE composition, my dissertation project fills at least some of the identified gap in historical research in Rhetoric and Composition Studies during the 1950s and extends arguments of how white complacency has and continues to influence the field and first-year writing.
Details
Title
- White resistance, white complacency: the absent-presence of race in the development of dual enrollment programs
Contributors
- Moreland, Casie Rachelle (Author)
- Miller, Keith D. (Thesis advisor)
- Rose, Shirley K. (Committee member)
- Farris, Christine R. (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2018
Subjects
- Rhetoric
- history
- Critical Race Theory
- Dual Credit
- Dual enrollment
- Dual Enrollment History
- Rhetoric and Composition History
- Whiteness Theory
- Rhetoric--Study and teaching--Connecticut--Storrs--History--20th century.
- Rhetoric
- Dual enrollment--Connecticut--Storrs--History--20th century.
- Dual enrollment
- Post-racialism--Connecticut--Storrs.
- Post-racialism
Resource Type
Collections this item is in
Note
- thesisPartial requirement for: Ph.D., Arizona State University, 2018
- bibliographyIncludes bibliographical references (pages 148-164)
- Field of study: English
Citation and reuse
Statement of Responsibility
by Casie Rachelle Moreland