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dc.contributor.advisorButler, Paul
dc.creatorMartin, Bruce J.
dc.date.accessioned2018-12-03T14:48:46Z
dc.date.available2018-12-03T14:48:46Z
dc.date.created2018-05
dc.date.issuedMay 2018
dc.date.submittedMay 2018
dc.identifier.urihttp://hdl.handle.net/10657/3601
dc.description.abstractTypical research regarding Latinx students often begin with demographic data demonstrating the “browning” of America and how the emerging Latinx student population either affects higher education or how higher education still misunderstands Latinx, especially first- and second-generation migrants to the United States. Though Latinx students have been enrolling in colleges and universities in larger numbers, they also have the largest cohort who do not complete college degrees. As the ubiquitous First-Year Writing course in American education, many Latinx students are excluded from later college courses because of the “gatekeeping” action of that writing course. This research project examines the original purposes of community colleges, both nationally and locally. Community colleges practice institutional rhetorics of open boundaries and opportunity, but this project demonstrates a First-Year Writing program that reaffirms both whiteness and monolingualism. I start with a local community called Aldine Texas, with an overwhelmingly Latinx, migrant, and Spanish-English borderland space. But the local “state” institutions ignore this translingualism and transnationalism and erase both the history of Aldine Latinx students and attempt erase their translingualism skills. The community college both acts as an extension of those state institutions but a more assertive attempt to resist a space of intellectual and social multicultural rhetorical inquiry. Specifically, I explain how the First-Year Writing textbook represents decades of whiteness and monolingualism that attempt represent hegemonic literacies and rhetorics, while contemporary Rhetoric and Composition Studies invites translingualism within the writing curriculum.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectLatinos
dc.subjectLatinx
dc.subjectTranslingualism
dc.subjectMonolingualism
dc.subjectCommunity colleges
dc.subjectFirst-year writing
dc.subjectCritical pedagogy
dc.subjectBorderlands
dc.titleBorderlands, Translingualism, and Latinx Students in a Monolingual Community College
dc.date.updated2018-12-03T14:48:46Z
dc.type.genreThesis
thesis.degree.nameDoctor of Philosophy
thesis.degree.levelDoctoral
thesis.degree.disciplineBritish and American Literature
thesis.degree.grantorUniversity of Houston
thesis.degree.departmentEnglish, Department of
dc.contributor.committeeMemberFairclough, Marta A.
dc.contributor.committeeMemberLindahl, Carl
dc.contributor.committeeMemberShepley, Nathan
dc.contributor.committeeMemberZentz, Lauren
local.embargo.terms2020-05-01
local.embargo.lift2020-05-01
dcterms.accessRightsThe full text of this item is not available at this time because the student has placed this item under an embargo for a period of time. The Libraries are not authorized to provide a copy of this work during the embargo period.
dc.type.dcmiText
dc.format.digitalOriginborn digital
dc.description.departmentEnglish, Department of
thesis.degree.collegeCollege of Liberal Arts and Social Sciences


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