Writing Gravity: International Female Graduate Students’ Academic Writing Experiences

  • Abir Aly Eldaba Tennessee Technological University, United States
  • Janet Kesterson Isbell Tennesse Technologial University, United States
Keywords: English as a second language, academic writing, international students

Abstract

In a critical study, researchers explored academic writing experiences of three international female graduate students at a southern U.S. university in order to understand their perspectives of themselves as writers across cultures, their experiences with academic writing, and their coping strategies for academic writing assignments. Findings revealed participants’ challenges and self-doubts about second-language writing abilities. Participants both challenged disconfirmation of their writing and at times were submissive as they negotiated a graduate degree program. The study demonstrates need for universities to recognize marginalized groups’ knowledge and ways of knowing and to create spaces to discuss new possibilities for academic writing experiences among international students.

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Author Biographies

Abir Aly Eldaba, Tennessee Technological University, United States

ABIR ALY ELDABA, PhD, is an internal evaluator for the Oakley STEM Center at Tennessee Technological University and an ESL instructor. Her research interests include international students, literacy, and multicultural education. 

Janet Kesterson Isbell, Tennesse Technologial University, United States

JANET KESTERSON ISBELL, PhD, is an associate professor at Tennessee Technological University and the president of the Tennessee chapter of the National Association for Multicultural Education. Her research interests include international students, poverty, literacy, and rural education. 

Published
2018-10-01
How to Cite
Eldaba, A. A., & Isbell, J. K. (2018). Writing Gravity: International Female Graduate Students’ Academic Writing Experiences. Journal of International Students, 8(4), 1879–1890. https://doi.org/10.32674/jis.v8i4.236
Section
Research Articles