Academic identities and socialization Practices, discourses, and genres have you

acquired in being or becoming a student Experiences/programs that provided you with

these practices, discourses, and genres Advice would you give to newly admitted

students in your particular program as to what they need to do to succeed in your program

Issue: accommodation to dominant institutions Bartholomae: “Inventing the university”

“learn to speak our language..to try on the peculiar ways of knowing…of our community”

Acquiring academic discourses Reorientation of values “ability to receive direct and critical speech, how

not to take such criticism personally” (West)

Bettie: socialization of Mexican-American girls Influence of older siblings going to

college “Family stories”: success in Mexico

Provides a sense of hope/opportunity Fact of being an immigrant: keep pushing

Defining Intercontextual Links across Competing Worlds Boundary work

Barriers and borders between worlds constituted by class, race, and gender

Conflicts between middle-class school versus home worlds

Exclusionary vs. inclusionary practices Cultural capital as credentials for entrance

into worlds

Transfer: social knowledge and practices across worlds Exploit knowledge/expertise in one

domain/world for use in another world Carol Lee: “Cultural modeling”

Everyday speech genres in literature instruction

Use of knowledge of “signifying”/”rap” for use in interpreting symbolic language use

Study: 14 “Developmental College” Students In-depth, open-ended interviews with

students over a two year period (3 during year 1, and 2 during year 2) Perceptions of Developmental College, classes,

advising, peers, workplace, family, high school Analysis of sample “learning activities”

Writing assignments Visual maps (drawing their “worlds” for us)

Coding of interviews (thematic)

“Developmental College” as a Supportive, Transition Site Students who do not meet University

admissions criteria (GPA, ACT, rank) are supported through program, curriculum

Small classes, supportive feedback/advising In-house support programs and services Integrated skills-content curriculum Multicultural mission of college After two years, students transfer into a

University college

Cultural Models: Independence

Value of being independent/autonomous John: “You run your own life and that’s

pretty nice. It’s not a set schedule. You make decisions. You decide if you’re going to come to class.”

Equating independence with adulthood Maggie: “acting your age, acting older,

knowing that you’re going to move on and have a career.”

Cultural Models: Independence

Dependency equated lack of adult status and “Developmental College” Matt: “They were treating us like we

needed all this help. I’m the kind of who will never take it even though I need it.”

Erika openly acknowledged the importance of getting help from others, noting that she wanted to find a “good advisor” in the university similar to the one she had in “Developmental College.”

Cultural Models: Individual Responsibility Taking responsibility for one’s own

learning Soloman: “students have to own up to their

responsibilities, especially considering they are paying for it and they’re benefiting from it.

Problem of assuming that one must totally rely on one’s own initiative and not be dependent on others

Cultural Models: Time Management

Valuing the need to organize one’s time Brenda: “one of my advisors told me that it

doesn’t take a smart person to graduate from the University, but it takes an organized one.”

Erika: “time management is the key...besides going to work and being in class, I need to learn how to focus.”

Cultural Models: Transitions

Perceived trajectories from past to future Scott: “…if I’m not going to become a

teacher then I have no place being here. I like my life here so now I’m going to be a teacher.”

Assumed the necessity of a college degree as essential for future success

Congruent Intercontextual Links University/ “Developmental College”

Support systems provide socialization into academic world

High school/ “Developmental College” Middle-class social practices transferred to

“Developmental College” classes Similar small classes

Congruent Links Peer group/ “Developmental College”

College peers supportive of studying versus distractions

Peer friends actively engaged in classrooms

Workplace“Developmental College” Time-management skills transfers to

organizing studies

Congruent Links Family/ “Developmental College”

Students’ middle-class discourses congruent with College world

Some middle-class students assumed that they did not belong or were admitted by mistake into “Developmental College”

Matt: Congruent Worlds,Inbound Trajectory

High level of skills preparation in high school

Peer relationships strong - social life a priority to balance with school

Did not want to be in GC, but later discovered personal purpose in supportive curriculum

Becomes undergraduate teaching assistant for GC professor

Brenda: Congruent Worlds, Peripheral Trajectory - in applying for a scholars program

met with peers who shared her sense of commitment to education.

- academic difficulties related to her initial group of peers

- switched her allegiances to a more studious peer group “I’m king of ‘by myself’…I don’t really hang

out now.” - given sense of priorities, able to

communicate these priorities to her boyfriend

Luca: Incongruent Worlds, Boundary Trajectory need to maintain separate boundaries between

his different worlds. compartmentalizes his school, family, and work

criticizes having to conform and engage in code-switching. Aware of need to have to shift social practices

across different worlds in which he is often one of only a few students of color

In second year, increased interaction Greater sense of agency as someone who could

change what he perceives to be as a racist society.

Survey: advice to high school students and parents 10th graders: rigorous courses/math and

science/AP courses Parents: involvement with school/checking on

homework One thing most important for college

Time management Vision/purpose for going to college Tenacity/self-determination

Connectivism: Learning through networks Knowledge is defined as a particular pattern of

relationships and learning is defined as the creation of new connections and patterns as well as the ability to maneuver around existing networks/patterns.

Socialization: Intact groups vs. networks Online course:

http://ltc.umanitoba.ca/wiki/Connectivism_Outline#Course_Links

NetLab

Three Ways to Look at Reality Categories

All Possess One or More Properties as an Aggregate of Individuals Examples: Men, Developed Countries

Groups (Almost) All Densely-Knit Within Tight Boundary Thought of as a Solidary Unit (Really a Special Network) Family, Workgroup, Community

Networks Set of Connected Units: People, Organizations, Networks Can Belong to Multiple Networks Examples: Friendship, Organizational, Inter-Organizational, World-

System, Internet

Nodes, Relationships & Ties Nodes: A Unit That Possibly is Connected

Individuals, Households, Workgroups,Organizations, States

Relationships (A Specific Type of Connection)A “Role Relationship”

Gives Emotional Support Sends Money To Attacks

Ties (One or More Relationships) Friendship (with possibly many relationships)

Affiliations (Person – Organization) Works for IBM; INSNA Member; Football Team

One-Mode, Two-Mode Networks

A Network is More Than The Sum of Its Ties

A Network Consists of One or More Nodes Could be Persons, Organizations, Groups, Nations

Connected by One or More Ties Could be One or More Relationships

That Form Distinct, Analyzable Patterns Can Study Patterns of Relationships OR Ties

Emergent Properties (Simmel vs. Homans)

Networked Individualism Moving from a society bound up in little boxes to a multiple

network – and networking – society Networks are a flexible means of social organization Networks are a major source of social capital:

mobilizable in themselves & from their contents Networks link:

Persons Within organizations Between organizations and institutions

Little Boxes Ramified Networks**** Each in its Place Mobility of People and Goods **** United Family Serial Marriage, Mixed Custody Shared Community Multiple, Partial Personal Nets Neighborhoods Dispersed Networks Voluntary Organizations Informal Leisure Face-to-Face Computer-Mediated Communication Public Spaces Private Spaces Focused Work Unit Networked Organizations Job in a Company Career in a Profession Autarky Outsourcing Office, Factory Airplane, Internet, Cellphone Ascription Achievement Hierarchies Matrix Management Conglomerates Virtual Organizations/Alliances Cold War Blocs Fluid, Transitory Alliances

The Rise of Personalized Networking

Individual Agency Constrained by Nets: Personalization rather than Group Behavior

Interpersonal Ties Dancing Dyadic Duets: Bandwidth Sparsely-Knit, Physically-Dispersed Ties

Social Networks Multiple, Ad Hoc Wireless Portability

Barry Wellman co-editor Social Structure: A Network ApproachJAI-Elsevier Press 1998

Little Boxes

Glocalization

Networked Individualism

Mapping: Your personal learning networks1. Where or to whom do you go to acquire

information?2. Put yourself in the middle3. Put the different work activities/topics you’re

engaged in as circles.4. For these circles, create spokes to people, sites,

and/or texts you go to to engage in these activities/topics

5. Draw lines between you and these people, sites, or texts

6. For assignment: how did you learn these networks