Funds of high school to college knowledge: Exploring low-income student perceptions of college writing
SR Relles - The Educational Forum, 2017 - Taylor & Francis
The Educational Forum, 2017•Taylor & Francis
This narrative study tracks low-income student perceptions of college writing. The study uses
the Funds of Knowledge theoretical framework to suggest that underperforming high schools—
like diverse households and families—socialize students into bodies of knowledge that are
academically relevant regardless of whether or not they resemble institutional standards.
Findings indicate that students are socialized to perceive college writing in ways that
stigmatize high school knowledge and reduce postsecondary opportunity.
the Funds of Knowledge theoretical framework to suggest that underperforming high schools—
like diverse households and families—socialize students into bodies of knowledge that are
academically relevant regardless of whether or not they resemble institutional standards.
Findings indicate that students are socialized to perceive college writing in ways that
stigmatize high school knowledge and reduce postsecondary opportunity.
Abstract
This narrative study tracks low-income student perceptions of college writing. The study uses the Funds of Knowledge theoretical framework to suggest that underperforming high schools—like diverse households and families—socialize students into bodies of knowledge that are academically relevant regardless of whether or not they resemble institutional standards. Findings indicate that students are socialized to perceive college writing in ways that stigmatize high school knowledge and reduce postsecondary opportunity.
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