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Desegregation State
College Writing Programs after the Civil Rights Movement
Language:
English
Published/Copyright:
2021
About this book
The only book-length study of the ways that postsecondary desegregation litigation and policy affected writing instruction and assessment in US colleges, Desegregation State provides a history of federal enforcement of higher education desegregation and its impact on writing programs from 1970 to 1988. Focusing on the University System of Georgia and two of its public colleges in Savannah, one a historically segregated white college and the other a historically Black college, Annie S. Mendenhall shows how desegregation enforcement promoted and shaped writing programs by presenting literacy remediation and testing as critical to desegregation efforts in southern and border states.
Formerly segregated state university systems crafted desegregation plans that gave them more control over policies for admissions, remediation, and retention. These plans created literacy requirements—admissions and graduation tests, remedial classes, and even writing centers and writing across the curriculum programs—that reshaped the landscape of college writing instruction and denied the demands of Black students, civil rights activists, and historically Black colleges and universities for major changes to university systems. This history details the profound influence of desegregation—and resistance to desegregation—on the ways that writing is taught and assessed in colleges today.
Desegregation State provides WPAs and writing teachers with a disciplinary history for understanding racism in writing assessment and writing programs. Mendenhall brings emerging scholarship on the racialization of institutions into the field, showing why writing studies must pay more attention to how writing programs have institutionalized racist literacy ideologies through arguments about student placement, individualized writing instruction, and writing assessment.
Formerly segregated state university systems crafted desegregation plans that gave them more control over policies for admissions, remediation, and retention. These plans created literacy requirements—admissions and graduation tests, remedial classes, and even writing centers and writing across the curriculum programs—that reshaped the landscape of college writing instruction and denied the demands of Black students, civil rights activists, and historically Black colleges and universities for major changes to university systems. This history details the profound influence of desegregation—and resistance to desegregation—on the ways that writing is taught and assessed in colleges today.
Desegregation State provides WPAs and writing teachers with a disciplinary history for understanding racism in writing assessment and writing programs. Mendenhall brings emerging scholarship on the racialization of institutions into the field, showing why writing studies must pay more attention to how writing programs have institutionalized racist literacy ideologies through arguments about student placement, individualized writing instruction, and writing assessment.
Author / Editor information
Annie S. Mendenhall is associate professor and coordinator of first-year writing in the Department of Writing and Linguistics at the Armstrong campus of Georgia Southern University. Her research on the history of composition, labor practices in writing programs, and writing program administration has appeared in College English, Composition Studies, and WPA: Writing Program Administration.
Reviews
“A comprehensive historical resource for scholars studying how race and racism affect the way the field works.”
—Alexandria Lockett, Spelman College
“Essential for the field of rhetoric, composition, and literacy studies and will add important insight to the fields of education broadly and specifically higher education.”
—Kristen Edwards, University of Oklahoma
"An essential read for composition scholars interested in the systemic ways writing programs were informed by desegregation policies."
—Composition Studies
—Alexandria Lockett, Spelman College
“Essential for the field of rhetoric, composition, and literacy studies and will add important insight to the fields of education broadly and specifically higher education.”
—Kristen Edwards, University of Oklahoma
"An essential read for composition scholars interested in the systemic ways writing programs were informed by desegregation policies."
—Composition Studies
"Not only composition scholars and writing faculty, but all those concerned with working to dismantle the racist ideologies that continue to operate in U.S. higher education will benefit from these concrete suggestions for institutional transformation."
—Teaching English in the Two-Year College
Topics
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Front Matter
i -
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Contents
v -
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Abbreviations
vii -
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Acknowledgments
ix -
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Introduction
3 -
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1 “Technologies of This Theory”
33 -
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2 Assessing Potential
61 -
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3 Measures of Control
83 -
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4 “Who's the Villain?”
110 -
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Coda
143 -
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Notes
153 -
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References
165 -
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Index
189
Publishing information
Pages and Images/Illustrations in book
eBook published on:
December 6, 2024
eBook ISBN:
9781646422036
Pages and Images/Illustrations in book
eBook ISBN:
9781646422036
Keywords for this book
Rhetoric; composition; literacy; writing studies; institutional archives; Armstrong university; savannah georgia; savannah state; public discourse; race; cultural deprivation theory; academic standards; academic procedures; racism; racial issues; race and education; Standard white english; African American Vernacular English; black studies; Writing Across the Curriculum; writing centers; cultural rhetoric; Black Rhetoric; legal rhetoric; archival research methods; HBCUs; Assessment; WAC; WC; integration; white supremacy; multicultural; multilingual; multiracial; bureaucratic literacy; wring instruction; writing programs; gender roles; domestic life; civic duty; citizenship; cultural relativism; preservation of culture; preservation of expression; miscegenation?; ?equality; equity; justice; merit; structural barriers; diversity; inclusion; ethnic studies; higher education studies; public policies; institutional policies; LCR; instatutional histories; writing placement; institutional identity; Alabama State Teachers Association; Basic Skills Examination; Conference on College Composition and Communication; Comparative Guidance and Placement examination; Department of Education; Equal Opportunity Program; Educational Testing Service; Historically Black Colleges and Universities; Historically White Colleges and Universities; Department of Health; Education and Welfare; Legal Defense Fund
Audience(s) for this book
For an expert adult audience, including professional development and academic research
