Date of Award
Doctor of Philosophy (PhD)
Curtis J. Porter
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.
Carr, Mellissa Marie, "Writing While Mothering: Analyzing First-Year Composition Class Student Mothers’ Literate Activity" (2019). Theses and Dissertations (All). 1791.
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