| Title: |
Building Bridges and Changing the Story: Recognizing Funds of Knowledge in Summer Bridge Programs |
| Language: |
English |
| Authors: |
Maria Conti Maravillas |
| Source: |
Composition Studies. 2023 51(2):42-63. |
| Availability: |
Composition Studies. Available from: English Department, UMass Boston. 100 William T. Morrissey Blvd, Boston, MA 02125; e-mail: compstudiesjournal@gmail.com; Web site: https://compstudiesjournal.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2023 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education; Secondary Education |
| Descriptors: |
Summer Programs; Cultural Background; Minority Group Students; English Language Learners; First Generation College Students; Writing Instruction; Low Income Students; Student Personnel Services; Educational Cooperation; Web Sites; Remedial Instruction; Student Diversity; Academic Aspiration; Culturally Relevant Education; Partnerships in Education; College Freshmen; College Preparation; Multilingualism; Language Styles; Language Usage |
| ISSN: |
1534-9322; 1542-5894 |
| Abstract: |
Positioned at the crucial point of access to higher education, summer bridge programs often serve students of color and multilingual learners as well as first-generation and low-income students. Bridge programs, which frequently include first year composition courses, represent an underexplored entry point for collaborations between academic and student affairs. In this qualitative research study, twenty-two summer bridge program websites were systematically coded and analyzed to assess the extent to which bridge program website discourse incorporates funds of knowledge, which are the resources and experiences that diverse groups of students bring to university spaces (Moll et al.). The results from this study indicate that bridge programs provide models for integrating aspirational knowledge and familial knowledge, two funds of knowledge areas, into academic coursework and departmental programming, particularly into the work of writing programs. Composition scholars are uniquely positioned to share their expertise regarding linguistic knowledge and resistant knowledge with their bridge program colleagues. This article suggests that campus partnerships between academic and student affairs can create meaningful institutional change to better support diverse groups of students. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1410205 |
| Database: |
ERIC |