Abstract

This article shows how high-achieving Appalachian college students engage in rhetorical (in)visibility to conceal their Appalachian identity and strategically deploy markers of difference in their writing. The article challenges the assumption that Appalachian students are empowered through visibility and offers an alternative framework for understanding how students negotiate stigmatized cultural identities.

Journal
College Composition and Communication
Published
2022-06-01
DOI
10.58680/ccc202232014
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Citation Context

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