Date of Award

10-11-2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Department of English: English Studies

First Advisor

Julie M Jung

Abstract

Teachers, students, and administrators already know that universities were, and still are, developed for a certain type of privileged student. Institutional genres are conceptualized in kind: a response to idealized situations within the framework of messy institutions—spaces where many students first learn how to live on their own, grappling with necessary literacies that exist within and beyond the classroom. Because of their institutional positioning, these genres form systems of power that affect students in different ways. Implicit in institutional communication are mechanisms of hegemonic oppression that may dissuade women and other marginalized individuals from taking action and subverting the norms constructed through institutional texts. This dissertation project begins the work of investigating how institutional genres elicit effects for students who often have little control in negotiating these texts and the actions they provoke.

Comments

Imported from Cox_ilstu_0092E_12043.pdf

DOI

https://doi.org/10.30707/ETD2022.20220606094400252308.999986

Page Count

177

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