Inclusive Writing Instruction for Shelter Youth: A Community-Based Research (CBR) Project

Abstract

Inclusive writing instruction promotes academic and professional prospects for opportunity youth who otherwise find themselves underprepared for the institutional expectations of the education system and job market. Using grounded theory methodology, I developed a community-based research study to produced interviews with service providers for firsthand knowledge of at-risk youth populations. The work serves to identify factors that impact attitudes and performance in writing in order to address problems surrounding literacy among shelter youth. Discussion of the findings sets out connections between views expressed by the study participants and suggestions for responsive praxis; I incorporate a sociocognitive perspective and critical theories from feminist pedagogy and social justice education to sketch ideas relevant for educators, program administrators, community leaders, mentors, and students working with at-risk and traumatized populations.