Voices from the Margins: Female Students of Color Speak on Transitional English Coursework, Life Experiences, and Literacies Beyond Campus Walls

Abstract

Students of color are frequently overrepresented in transitional (also referred to as developmental) coursework yet underrepresented in higher education. Our open-admissions community college is no exception when it comes to this systemic problem. At our rural institution, our predominantly white arts and humanities department (which houses our transitional and credit-level English courses) wanted to provide a platform for our much more racially diverse student population to share their perspectives on literacy and learning with us.  Once we obtained IRB approval, a 6-person faculty research team consisting of credit and transitional educators was assembled. We used a multiple-case study design wherein students were given the opportunity to participate in 3 semi-structured interviews and a focus group as our means for data collection. Purposive sampling was employed to recruit 10 transitional students and recent completers, all of whom happened to be female. Black, Hispanic, Asian, and Multiracial races were represented. The research team embraced a writing-as-method data analysis technique to collaboratively explore the following research question: What do transitional students of color believe about their experiences in and beyond transitional English classes? A critical race theory lens was applied to give voice to counter stories debunking deficit narratives that too often surround transitional students, particularly students of color and other marginalized groups. This study offers insights into transitional students’ literacies, racial identities pertaining to learning, perseverance and strengths when faced with challenges, and desire for community and self-expression. Implications for increasing understanding, compassion, and support are considered, as are suggestions for further research.