Entering a new discourse community: Case studies of four college Chicano students writing for sociology

This qualitative study focuses on the educational paths and personal histories of four bilingual Chicano college students and their process of gaining entry to the university discourse community of sociology. The study examined the students during one theory course in sociology and the strategies they used to gain access to the discourse community.;Although the study focused on one theory course, it took into account the students' previous educational experiences in public schools in the United States and how these experiences influenced how they approached the writing demands of that course. The students' previous and current writing experiences were examined through multiple lenses: interviews with their sociology professors/TA's; educational background interview information; formal interviews about their writing, informal conversations; and text analysis of students' writing for earlier university-level required composition courses, as well as the writing produced for Sociological Theory.;Findings on the students' educational histories and personal backgrounds show that all four case study students were the first in their families to attain a university level of education and each overcame many obstacles. Essential to the students' success was a turning point in their lives set off by a traumatic experience or other shaping event, referred to as self-actualization. All four had mentors who were instrumental in facilitating the self-actualization. These mentors included students/peers, teachers, a vocational counselor, and a community activist.;Students approached the writing of their sociology papers from different perspectives. All tried to meet the requirements of the discourse community of sociology; yet at the same time, all tried to manipulate the topic selection to match their own personal histories to both reaffirm and maintain their sense of personal identity. Using prior knowledge, talking about ideas, and asking for help were the most salient themes as the students approached the writing of their papers. The case study students used strategies that felt comfortable to them. Each chose those strategies that best matched their individual needs and circumstances (personal past and present). Neglecting to use a certain strategy did not necessarily translate into lack of knowledge about it. The students' overall context (academic, personal, and historical) determined their use of varied strategies.