Reimagining Reflection: Gender, Student Perception, and Reflective Writing in the Composition Classroom

Authors

Cayce M. Wicks, Florida International UniversityFollow

Document Type

Thesis

Degree

Master of Arts (MA)

Major/Program

English

First Advisor's Name

Kimberly Harrison

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Vanessa Sohan

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Andrew Strycharski

Third Advisor's Committee Title

Committee Member

Keywords

Reflection, Gender, Composition, Writing, Student, Perceptions

Date of Defense

3-5-2015

Abstract

The purpose of this thesis is to discover any existing correlation between gender and student perceptions of reflective writing in the composition classroom. Seventy-five students at Florida International University participated in a survey that explored their approaches to and understanding of reflective writing. In order to connect the specific results of this study to the larger context of composition theory, this thesis includes an examination of the theoretical background of gender and reflective writing. The results of the survey indicate that the only identifiable difference between male and female student responses resulted from their definitions of reflective writing. Beyond this difference, however, there were no significant variances in student perceptions of reflective writing. The response of these students at FIU indicates a shift in expected gender norms and suggests a reconsideration of what it means to be a gendered writer in the composition classroom.

Identifier

FI15032112

Recommended Citation

Wicks, Cayce M., "Reimagining Reflection: Gender, Student Perception, and Reflective Writing in the Composition Classroom" (2015). FIU Electronic Theses and Dissertations. 1918.
https://digitalcommons.fiu.edu/etd/1918