Insiders, Outliers invites readers into the lives of adult HBCU students for whom college is one meaningful activity among many. Although adults over the age of twenty-four comprise a quarter of all undergraduates, they are institutionally segregated and only partially served by a US higher education system that remains organized around traditional aged learners. Even as such students are regarded as a market for post-secondary institutions, they are routinely marginalized by institutional barriers. Students’ stories of their personal, professional, community, and academic writing experiences illuminate a critical need for more age-inclusive practices across academia. Their cases also offer new conceptual models of writing as an ethical and emotional practice that fuels changes for individuals and the people and institutions that they care about—including higher education. What adult students reveal about writing across their life domains has powerful implications for conceptualizing writing as a complex form of agency and for teaching writing across the curriculum.
Introduction: Insiders/Outliers
Chapter 1: Confronting Ageism in Higher Education
Chapter 2: Doing Research about and with Adult Students
Chapter 3: Rewriting Persistence
Chapter 4: Writers at Work - Negotiating Ethical Agency
Chapter 5: Writing with Emotion
Conclusion: Learning from Adult Learners
Acknowledgments
Notes
Bibliography
Index
