Context Matters: Centering Writing Center Administrators' Institutional Status and Scholarly Identity

Sherry Wynn Perdue; Dana Lynn Driscoll

doi:10.7771/2832-9414.1820

Writing Center Journal 2017 web Open Access

Context Matters: Centering Writing Center Administrators' Institutional Status and Scholarly Identity

Sherry Wynn Perdue ; Dana Lynn Driscoll

Abstract

This article examines writing center administrators (WCAs) in relationship to conditions that influence their institutional status and scholarly identity. Drawing upon survey and interview data, we elaborate on four themes that shape WCAs' experiences: 1. education and training; 2. position and institutional oversight; 3. financial resources; and 4. sponsorship. While these factors do not impact all WCAs in the same ways, we believe they influence WCAs' empirical research production and their relationships with department-based colleagues in interesting albeit context-dependent ways when viewed across the experiences of the current study's participants and those queried in earlier studies. After examining the implications of these factors -factors that suggest a separate and unequal WCA experience -we first propose the need for more comprehensive study of current professionals in our field to determine the degree to which the themes that emerged from our sample resonate

Journal: Writing Center Journal
Published: 2017
DOI: 10.7771/2832-9414.1820
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Topics: writing centers empirical research
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Context Matters: Centering Writing Center Administrators' Institutional Status and Scholarly Identity

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