Abstract
As a writing center community, we are constantly striving for ways to address underrepresentation to help restore justice in our centers. In this article, I discuss how the current makeup of writing center administrators does not reflect the U.S. student population. As a response to this historic underrepresentation in writing center administration, I propose that we utilize structures from mentorship theory to develop actionable ways to bring diverse student voices to the forefront of writing center leadership. These methods for increased representation include tutor-led Specific, Measurable, Attainable, Realistic, Time-bound (SMART) projects, tutors serving as professional development facilitators, and rap sessions. Ultimately, this article should serve as a guided starting point to help writing center administrators to continually critique and reflect on how they represent the voices of the student populations they serve. Keywords : administrative underrepresentation, peer mentorship, professional development, student diversity, writing center leadership
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- The Peer Review
- Published
- 2020-09
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