Abstract

Our topic is the tutor bio as a space where we can practice inclusive behavior so minoritized students feel empowered to schedule consultations. More specifically, we wanted to study the effects of leveraging tutor identities by having them include their personal identities (race, religion, gender, etc.) on top of their academic ones as a means to construct an inclusive atmosphere for students regardless of background. This topic of bios is significant not only for the sake of creating a braver space in our writing centers, but for its underexplored nature: in investigating this aspect of tutor practice, we may uncover yet another opportunity to emphasize the writing centers’ commitment to equity.

PRE-RECORDED PRESENTATION