Writing Assessment as Gate-Keeping: Preventing Undergraduate and Graduate Academic Achievement and Degree Attainment Among Poor Students of Color

Authors

Garry Rolison, Associate Professor, Sociology, California State University, San Marcos, CA
Kathrine Rolison, Doctoral Candidate, Department of History, Arizona State University, Tempe, AZ

Date of this Version

November 2003

Abstract

This essay discusses how writing serves to prevent academic progress among students of color on predominantly white campuses. In particular, the work identifies writing as a strategy to maintain as hegemonic Eurocentric truth and knowledge against knowledge and truth challenges as they come from communities of color.