Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Toward a Gateway Pedagogy in the Two-Year College: Rhetorical Flexibility in First-Year Writing
The first-year writing (FYW) course is located at a crucial moment in a student’s educational pursuits: it is one of the few required courses that nearly all students must take, and success in this course is often an early indicator of whether a student is likely to graduate. This dissertation examines how writing assessment and FYW have been used as a gatekeeper to higher education, keeping historically marginalized or nontraditional students out of four-year institutions. Open-access institutions such as community colleges are one answer to these gatekeepers; however, community college students are, on average, most vulnerable to gatekeeping pedagogies and policies. In order for our FYW courses to be fully equitable, therefore, we must lean into a gateway pedagogy – a pedagogy which values students’ prior experiences and unique contributions to the classroom, highlights the importance of teaching rhetorical flexibility in FYW, and examines the ways cultural context influences learning and written communication. To support implementation of this pedagogy, we must infuse gateway beliefs in future faculty preparation, professional development opportunities, and WAC initiatives; in so doing, we are better equipped to open gateways between academia and students’ lived experiences, thus leading to better student outcomes.
Rhetoric and Composition|Pedagogy|Community college education
DeLuise, Alexandra N, "Toward a Gateway Pedagogy in the Two-Year College: Rhetorical Flexibility in First-Year Writing" (2023). ETD collection for University of Nebraska - Lincoln. AAI30575409.