Who We Are(n’t) Assessing: Racializing Language and Writing Assessment in Writing Program Administration

College English Nov 2016

Who We Are(n’t) Assessing: Racializing Language and Writing Assessment in Writing Program Administration

Staci M. Perryman-Clark

Abstract

Decisions about writing assessment are rooted in racial and linguistic identity; the consequences for many writing assessment decisions are often reflective of the judgments made about who does and does not deserve opportunities for success, opportunities historically denied to students of color and linguistically diverse writers. Put simply, assessment creates or denies opportunity structures. Because writing assessment is also racially and linguistically affected by the identities of those performing assessment, the role of writing program administrator (WPA) becomes a social justice role that challenges racial and linguistic biases and interrogates institutional structures, so that all students have the same opportunities for success.

Journal: College English
Published: 2016-11-01
DOI: 10.58680/ce201628815
Open Access: Closed
Topics: writing program administration assessment multilingual writers affect and writing

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