Major Classism: Intertextual Binaries Among CLAS and STEM Ideologies

This project is constructed around three presenters’ semester-long ethnographic research studies on the development of STEM writers’ identities and overcoming classism specific to academic disciplines. Our research is purposed for filling the discourse gap regarding STEM students as writers. Our results constitute a discursive exchange regarding STEM-directed tutoring strategies among writing center tutors and professionals in which we consider students’ identities as writers using an intertextual approach.
Cara Morgan's research concerns pluralist English and the effects of social constructionism on students’ learning. In a case study of one STEM student’s progression through English 101, she examines how - through intertextuality - writing centers can assist students in overcoming social and academic barriers such as major, race, and socioeconomic class.
Parker Midura utilizes queer theory consistent with Harry Denny to identify polarizations among STEM and non-STEM majors within writing centers as created by academic classicism. He approaches tutoring methods for development of STEM writing identities with an intertextual lens.
Driven by the job market’s need for STEM graduates with superb writing skills, Molly Masters's research is a collaboration of STEM students, faculty, and peer tutors resulting in the advancement of writing center tutoring techniques that both combat major classism and effectively incorporate writing development into STEM students’ existing curriculum.
Molly’s and Parker's research hinges on the hypothesis that constructed binaries between STEM and English majors create a type of major classism preventing STEM students from utilizing the writing center. Molly identifies strategies to address gaps in tutor knowledge, while Parker and Cara place precedence on writer identity development. Parker's perspective as a STEM major and Molly's and Cara's as English students gives a unique edge to our research of this academic binary.

Faculty Mentor: Paige Mitchell

Co-authors: Cara Morgan, Parker Midura