Date of Award

12-2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

English

First Advisor

Matthew Vetter

Second Advisor

Gloria Park

Third Advisor

Curtis J. Porter

Abstract

Using the Cultural-Historical Activity Theory concepts of chronotopic lamination and literate activity, the lived experiences of the First-Year Composition Class student mother are examined. The interaction and layers of the student mother experience provides understanding of how student mothers move within places, among people, and with materials while enrolled in the first semester of college composition class.

Using virtual ethnographic methods via a private Facebook group, student mothers participate in online discussions and private messenger conversations to voice, share, and show influence of material, temporal, and semiotic conditions and surroundings on literate activity during the first-year composition class. Reflections and perspectives pertaining to contexts outside the home and classroom provide a comprehensive picture of the student mothers’ literacies and how they affect and are affected by educational institutions and policies. Understanding these lived experiences allow for a more recursive understanding of the chronotopic lamination of student mothers’ literate activity.

Available for download on Wednesday, December 01, 2021

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