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“Write Like College”: How Remedial Writing Courses at a Community College and a Research University Position “At-Risk” Students in the Field of Higher Education


by M. Kate Callahan & Donalda Chumney — 2009


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Cite This Article as: Teachers College Record Volume 111 Number 7, 2009, p. 1619-1664
http://www.tcrecord.org ID Number: 15303, Date Accessed: 12/12/2017 9:15:26 AM
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About the Author
  • M. Callahan
    Temple University
    E-mail Author
    M. KATE CALLAHAN recently received her PhD in urban education at Temple University. Her dissertation is entitled "Relative Advantage: Honors Programs and Stratification in American Higher Education." For the past two years, she was a research associate on a Lumina Foundation-funded study of how resource allocation in U.S. higher education affects the quality of education that students receive across sectors. Her research interests include stratification and inequities in American education. She is the coauthor of “Female Faculty in the Community College: Approaching Equity in a Low Status Sector” with Kate Shaw and Kimberly LeChasseur. This chapter is included in the forthcoming book, Unfinished Business: Women, Gender, and the New Challenges of Higher Education, edited by Judith Glazer-Raymo.
  • Donalda Chumney
    Temple University, Mercy College
    E-mail Author
    DONALDA CHUMNEY is an aspiring principal at the New York City Leadership Academy, a New York City Department of Education-sponsored fellowship program that selects and supports new principals. She previously earned a master's in urban education at Temple University and a master's in special education through the New York City Teaching Fellows program at Mercy College. Donalda is a special educator with an interest in the intersection of policy, systemic structures, and student outcomes as they relate to the achievement gap. Her research interests include remediation, social stratification, and effective inclusion and transition practices for students with dis/abilities.
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