Composing college identities: Latina girls writing their way to the Universidad
Purpose The purpose of this paper is to explore Somos Escritoras, a creative space and writing workshop, for Latina adolescent girls (grades 6–8), as a program that supports not only writing and literacy development of girls, but also their college going identities. Design/methodology/approach This...
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| Veröffentlicht in: | English Teaching: Practice and Critique 2023-07, Vol.22 (3), p.285-298 |
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| container_title | English Teaching: Practice and Critique |
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| creator | Flores, Tracey T. |
| description | Purpose
The purpose of this paper is to explore Somos Escritoras, a creative space and writing workshop, for Latina adolescent girls (grades 6–8), as a program that supports not only writing and literacy development of girls, but also their college going identities.
Design/methodology/approach
This is a case study focused on the experiences of five Latina girls who participated in Somos Escritoras and what they define as the important aspects of the program that supported their personal and academic development.
Findings
Through girls writing, interview transcripts, and ethnographic conversations, their words illustrate how Somos Escritoras provided a safe space to examine their lives and find comunidad. Girls described the value they found in examining their lives through art and writing in ways that school did not invite them to do. Also, girls discussed the power they found in writing alongside Latinas their age and Latina mentors.
Originality/value
This study offers pedagogical implications for English language arts classrooms and schools to support Latina girls’ college-going identities. |
| doi_str_mv | 10.1108/ETPC-02-2023-0013 |
| format | Article |
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The purpose of this paper is to explore Somos Escritoras, a creative space and writing workshop, for Latina adolescent girls (grades 6–8), as a program that supports not only writing and literacy development of girls, but also their college going identities.
Design/methodology/approach
This is a case study focused on the experiences of five Latina girls who participated in Somos Escritoras and what they define as the important aspects of the program that supported their personal and academic development.
Findings
Through girls writing, interview transcripts, and ethnographic conversations, their words illustrate how Somos Escritoras provided a safe space to examine their lives and find comunidad. Girls described the value they found in examining their lives through art and writing in ways that school did not invite them to do. Also, girls discussed the power they found in writing alongside Latinas their age and Latina mentors.
Originality/value
This study offers pedagogical implications for English language arts classrooms and schools to support Latina girls’ college-going identities.</description><identifier>ISSN: 1175-8708</identifier><identifier>ISSN: 2059-5727</identifier><identifier>EISSN: 1175-8708</identifier><identifier>DOI: 10.1108/ETPC-02-2023-0013</identifier><language>eng</language><publisher>Hamilton: Emerald Publishing Limited</publisher><subject>Academic Aspiration ; Adolescents ; Bilingual Teachers ; Bilingualism ; Children & youth ; College campuses ; College School Cooperation ; Core curriculum ; Creative Writing ; Families & family life ; Females ; Girls ; Graduation rate ; High School Students ; Hispanic American Students ; Learning ; Learning Strategies ; Literacy ; Mentors ; Middle School Students ; Middle schools ; Minority Group Students ; Outcomes of Education ; Preschool education ; Self Concept ; Student Attitudes ; Students ; Undergraduate Students ; Women ; Workshops ; Writers ; Writing</subject><ispartof>English Teaching: Practice and Critique, 2023-07, Vol.22 (3), p.285-298</ispartof><rights>Emerald Publishing Limited</rights><rights>Emerald Publishing Limited.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c288t-638e30e7567319a69e5995e9bfc566859e77a040444dad1b84359dce12450d483</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/ETPC-02-2023-0013/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,780,784,21695,27924,27925,53244</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1386429$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Flores, Tracey T.</creatorcontrib><title>Composing college identities: Latina girls writing their way to the Universidad</title><title>English Teaching: Practice and Critique</title><description>Purpose
The purpose of this paper is to explore Somos Escritoras, a creative space and writing workshop, for Latina adolescent girls (grades 6–8), as a program that supports not only writing and literacy development of girls, but also their college going identities.
Design/methodology/approach
This is a case study focused on the experiences of five Latina girls who participated in Somos Escritoras and what they define as the important aspects of the program that supported their personal and academic development.
Findings
Through girls writing, interview transcripts, and ethnographic conversations, their words illustrate how Somos Escritoras provided a safe space to examine their lives and find comunidad. Girls described the value they found in examining their lives through art and writing in ways that school did not invite them to do. Also, girls discussed the power they found in writing alongside Latinas their age and Latina mentors.
Originality/value
This study offers pedagogical implications for English language arts classrooms and schools to support Latina girls’ college-going identities.</description><subject>Academic Aspiration</subject><subject>Adolescents</subject><subject>Bilingual Teachers</subject><subject>Bilingualism</subject><subject>Children & youth</subject><subject>College campuses</subject><subject>College School Cooperation</subject><subject>Core curriculum</subject><subject>Creative Writing</subject><subject>Families & family life</subject><subject>Females</subject><subject>Girls</subject><subject>Graduation rate</subject><subject>High School Students</subject><subject>Hispanic American Students</subject><subject>Learning</subject><subject>Learning Strategies</subject><subject>Literacy</subject><subject>Mentors</subject><subject>Middle School Students</subject><subject>Middle schools</subject><subject>Minority Group Students</subject><subject>Outcomes of Education</subject><subject>Preschool 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T.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c288t-638e30e7567319a69e5995e9bfc566859e77a040444dad1b84359dce12450d483</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Academic Aspiration</topic><topic>Adolescents</topic><topic>Bilingual Teachers</topic><topic>Bilingualism</topic><topic>Children & youth</topic><topic>College campuses</topic><topic>College School Cooperation</topic><topic>Core curriculum</topic><topic>Creative Writing</topic><topic>Families & family life</topic><topic>Females</topic><topic>Girls</topic><topic>Graduation rate</topic><topic>High School Students</topic><topic>Hispanic American Students</topic><topic>Learning</topic><topic>Learning Strategies</topic><topic>Literacy</topic><topic>Mentors</topic><topic>Middle School Students</topic><topic>Middle schools</topic><topic>Minority Group Students</topic><topic>Outcomes of 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college identities: Latina girls writing their way to the Universidad</atitle><jtitle>English Teaching: Practice and Critique</jtitle><date>2023-07-31</date><risdate>2023</risdate><volume>22</volume><issue>3</issue><spage>285</spage><epage>298</epage><pages>285-298</pages><issn>1175-8708</issn><issn>2059-5727</issn><eissn>1175-8708</eissn><abstract>Purpose
The purpose of this paper is to explore Somos Escritoras, a creative space and writing workshop, for Latina adolescent girls (grades 6–8), as a program that supports not only writing and literacy development of girls, but also their college going identities.
Design/methodology/approach
This is a case study focused on the experiences of five Latina girls who participated in Somos Escritoras and what they define as the important aspects of the program that supported their personal and academic development.
Findings
Through girls writing, interview transcripts, and ethnographic conversations, their words illustrate how Somos Escritoras provided a safe space to examine their lives and find comunidad. Girls described the value they found in examining their lives through art and writing in ways that school did not invite them to do. Also, girls discussed the power they found in writing alongside Latinas their age and Latina mentors.
Originality/value
This study offers pedagogical implications for English language arts classrooms and schools to support Latina girls’ college-going identities.</abstract><cop>Hamilton</cop><pub>Emerald Publishing Limited</pub><doi>10.1108/ETPC-02-2023-0013</doi><tpages>14</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1175-8708 |
| ispartof | English Teaching: Practice and Critique, 2023-07, Vol.22 (3), p.285-298 |
| issn | 1175-8708 2059-5727 1175-8708 |
| language | eng |
| recordid | cdi_emerald_primary_10_1108_ETPC-02-2023-0013 |
| source | Standard: Emerald eJournal Premier Collection |
| subjects | Academic Aspiration Adolescents Bilingual Teachers Bilingualism Children & youth College campuses College School Cooperation Core curriculum Creative Writing Families & family life Females Girls Graduation rate High School Students Hispanic American Students Learning Learning Strategies Literacy Mentors Middle School Students Middle schools Minority Group Students Outcomes of Education Preschool education Self Concept Student Attitudes Students Undergraduate Students Women Workshops Writers Writing |
| title | Composing college identities: Latina girls writing their way to the Universidad |
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