Abstract
This embedded case study leveraged Rendón’s (1994) validation theory as well as theories connecting self-reflection and transformative learning (e.g., Mezirow, 1990, 1997) to examine an autobiographical reading and writing course designed for low-income, first-year students in a comprehensive college transition program at an institution in the Midwest region of the United States. We used interviews with course instructors, longitudinal digital diaries with students, and course observations to understand the nature of the course and how participants experienced it. We found that building community was essential to supporting students’ learning. Within classroom communities, instructors structured opportunities for reflection, validated students’ stories, used culturally relevant texts, and encouraged sharing narratives with peers. These practices in combination cumulatively enhanced students’ writing skills, their confidence, and their sense of belonging. Participants also reported that the course deepened students’ self-awareness and fostered empathy for peers. Our participants highlighted the benefits of incorporating autobiographical reading and writing into first-year composition courses, particularly for low-income students and those with minoritized identities.