Reimagining Reflection: Gender, Student Perception, and Reflective Writing in the Composition Classroom
Master of Arts (MA)
First Advisor's Name
First Advisor's Committee Title
Second Advisor's Name
Second Advisor's Committee Title
Third Advisor's Name
Third Advisor's Committee Title
Reflection, Gender, Composition, Writing, Student, Perceptions
Date of Defense
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.
Wicks, Cayce M., "Reimagining Reflection: Gender, Student Perception, and Reflective Writing in the Composition Classroom" (2015). FIU Electronic Theses and Dissertations. 1918.
Other English Language and Literature Commons, Other Feminist, Gender, and Sexuality Studies Commons
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