The interior of an academic building. Chairs and tables are seen through black window panes.

In her dissertation study, Kristin conducts interviews with multilingual students enrolled in first-year writing to explore how they negotiate their languages and construct their identities and authority in the writing classroom. She uses an interdisciplinary approach, drawing from critical race theory, standard language ideology, and translingual theory to develop antiracist frameworks and pedagogies for writing studies. Through grounded theory methodology and ideological discourse analysis of student writing samples, Kristin brings together race and translingual theory to analyze the affordances and constraints of first-year writing for multilingual students.

Kristin currently has three articles under review that develop theory and pedagogy for writing studies from a feminist, antiracist, and critical disability studies lens:

  • “‘Participation is Not About a Language Thing’: Access, Ideology, and Translingualism”
  • “Antiracist Frameworks for Peer Review: Using Cover Letters to Elevate Student Rhetoricity.”
  • “What Women Write: On Decanting Macaroni and Saying Goodbye to Ghost Trains”

Kristin also has two articles and a book-length manuscript in progress:

  • “The Politics of Prescriptivism: One Style Manual, One Century”
  • “Member Checking at the Margins”
  • Antiracist Frameworks for Translingual Writing Classrooms
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