Funds of High School to College Knowledge: Exploring Low-Income Student Perceptions of College Writing

Abstract

This narrative study tracks low-income student perceptions of college writing. The study uses the Funds of Knowledge theoretical framework to suggest that underperforming high schools—like diverse households and families—socialize students into bodies of knowledge that are academically relevant regardless of whether or not they resemble institutional standards. Findings indicate that students are socialized to perceive college writing in ways that stigmatize high school knowledge and reduce postsecondary opportunity.

Key words:

• college access
• higher education equity
• language arts
• remediation

Acknowledgments

The author wishes to thank Dr. William G. Tierney for contributing initial guidance and insightful critiques on early drafts of this manuscript.