{"id":746,"date":"2011-02-22T10:51:47","date_gmt":"2011-02-22T15:51:47","guid":{"rendered":"http:\/\/writing.wisc.edu\/blog\/?p=746"},"modified":"2012-10-08T13:05:27","modified_gmt":"2012-10-08T18:05:27","slug":"the-psychosociocultural-perspective-academic-families-and-student-mentoring","status":"publish","type":"post","link":"https:\/\/dept.writing.wisc.edu\/blog\/the-psychosociocultural-perspective-academic-families-and-student-mentoring\/","title":{"rendered":"The Psychosociocultural Perspective: Academic Families and Student Mentoring"},"content":{"rendered":"
<\/div>
\"Professor
Professor Alberta Gloria, flanked by the Writing Center's John Anderson and Rachel Carrales<\/figcaption><\/figure>\n

On Friday, February 11 we had our monthly staff meeting, which, as we usually do in the spring semester, addressed social justice in Writing Center work.\u00a0 UW-Madison Professor Alberta Gloria<\/a>, an award-winning researcher, teacher and mentor from the department of Counseling Psychology, spoke with us at length.\u00a0 Her presentation was entitled “Research and Practice Implications of a Psychosociocultural Perspective: Latin@s in Higher Education.”\u00a0 The title may seem somewhat daunting; Prof. Gloria’s impassioned lecture was anything but.\u00a0 She spoke eloquently about a holistic process of mentoring, and while her talk was directly about our goals as teachers, her ideas resonate strongly with larger questions of writing and writing center practice.<\/p>\n

Prof. Gloria’s research builds off her interest in Latin@ students in higher education, focusing on students who are at greater risk to leave school early.\u00a0 Her work seeks to redefine\/reorient ideas of success for students, in terms that will no doubt resonate with our own experiences in the Writing Center.\u00a0 Process rather than outcome, small gains rather than one big success, engaging the student’s interests and authority–these tenets of Writing Center pedagogy are all a part of any successful mentoring practice.<\/p>\n

Her most theoretical challenge to us comes from her Psychosociocultural (PSC) methodology.\u00a0 It’s a big word, so bear with me: every mentor, she argued, should engage students along three distinct but overlapping levels.\u00a0 Psycho- looks at their self-efficacy and personal validation; Socio- looks at their family (particularly their academic family); Cultural looks at their sense of connectedness, ethnic, and cultural identity.\u00a0 In terms of my own that no doubt grossly oversimplify Prof. Gloria’s work, successful mentoring involves finding out about the student’s individual goals and interests, locating the student within their own culture(s), and helping the student create networks, or academic families.<\/p>\n

This notion of an academic family dominated the remainder of our discussion, which revolved around questions that all mentors should ask–and which, as I’ll soon touch on, writing center tutors should consider.\u00a0 Rather than recap the entire discussion, I’ll drastically shorten this already lengthy post by simply offering the three pivotal questions Prof. Gloria gave us:<\/p>\n

1. How do we develop and gain an academic family?<\/p>\n

2. How do we recreate and redefine family in academia?<\/p>\n

3. How do we create venues for students to express<\/em> their family?<\/p>\n

I take this third question to be the most pivotal, particularly here at UW.\u00a0 Our graduate English program prides itself on its sense of collegiality, on our willingness to help each other, to form an academic family unto ourselves.\u00a0 Moreover, our Writing Center strives to create that environment as well, both within and outside the walls of the Center.\u00a0 But that third question, how do we create venues for our students, that’s the one that seems the most tricky.\u00a0 It invokes the oft-heard debate between practicality–how do I help this student succeed on this<\/em> paper?–and idealism–how do I help this student succeed as a writer?\u00a0 This is of course a false binary, but too often it’s the trap we can fall into as tutors.<\/p>\n

Our questions for Prof. Gloria seemed to revolve around this last issue, where we sought practical, pragmatic answers and tips we could take into our sessions.\u00a0 Her answers involved expressing interest in the student, encouraging the student’s voice, asking the student about his\/her expertise, inviting the student into different discourse communities, and offering insights into how a student can develop or add to his\/her academic family.<\/p>\n

But what really resonated with me was one of the terms <\/em>she used to describe this process.\u00a0 She called it expressing “wonderment,” an invented term she and her students use to describe the fascination involved in exploring a student’s expertise.\u00a0 It indicates the approach she espouses–finding students’ authority and being excited by it–but it also oddly meshes with another topic I’ve been considering recently, the growth of World Englishes in composition.<\/p>\n

One of the best parts of my job as T.A. Assistant Director is that I get to explore and discuss a lot of composition and Writing Center theory.\u00a0 Just now I’ve been looking at A. Suresh Canagarajah’s work on World Englishes and Plurality.\u00a0 Canagarajah talks about the ways speakers of different Englishes\u00a0 navigate dialects and vocabularies, and that our duty as composition thinkers is to encourage a plurality of Englishes to better prepare students for a globalized society.\u00a0\u00a0 This both prepares students and encourages different language communities to come together, rather than simply setting up an expert\/novice binary.<\/p>\n

Canagarajah’s work is very complex (and well worth reading, I think), but I bring it up here specifically because Prof. Gloria’s coining of “wonderment” seemed to invoke Canagarajah as a way we as Writing Center tutors can bring her ideals of mentoring into our own practice.\u00a0 He writes that “rather than focusing on correctness, we should perceive ‘error’ as the learner’s active negotiation and exploration of choices and possibilities.”\u00a0 So while we know as tutors that we can’t just tell students to write whatever they want, we can actively engage their own expertise based on their language choices.<\/p>\n

If we want students to understand and express their academic family, we can get them to actively think about the words and phrases they use.\u00a0 While we’re teaching about discourse communities and conventions, we can ask about their own language and writing communities, and how they express that in their text.\u00a0 Our own “wonderment” can come at something as small as a word choice, their ability to bring in multiple vocabularies, or to take a topic that they feel disconnected from, and make it their own through the terms they use.\u00a0 This way, they can (to use Canagarajah’s term), “shuttle between” their professor’s discourse and their own, while still doing their best to meet the assignment.<\/p>\n

Particularly for tutors (like me) who have been completely indoctrinated by ideas of “correct” English, this challenge can allow us to seek out our students’ expertise in language, and express our own wonderment at their academic communities.\u00a0 If we want to help develop “families” around the university, looking at the words themselves could be a great start.<\/p>\n

(All quotations from Canagarajah come from his piece “The Place of World Englishes in Composition: Pluralization Continued.”\u00a0 CCC<\/em> 57.4 [June 2006]: 586-619.)<\/p>\n","protected":false},"excerpt":{"rendered":"

On Friday, February 11 we had our monthly staff meeting, which, as we usually do in the spring semester, addressed social justice in Writing Center work.\u00a0 UW-Madison Professor Alberta Gloria, an award-winning researcher, teacher and mentor from the department of Counseling Psychology, spoke with us at length.\u00a0 Her presentation was entitled “Research and Practice Implications […]<\/p>\n","protected":false},"author":14,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[28,16,26,1,7,60,13],"tags":[25,19,24,23],"class_list":["post-746","post","type-post","status-publish","format-standard","hentry","category-graduate-students","category-social-justice-committee","category-student-voices","category-uncategorized","category-writing-across-the-curriculum","category-writing-center-theory","category-writing-centers","tag-development","tag-social-justice","tag-students","tag-tutors"],"yoast_head":"\nThe Psychosociocultural Perspective: Academic Families and Student Mentoring - 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