Abstract
Underprivileged and additional-language students struggle to access university-level STEM instruction in English. Yet efforts to bridge academic readiness gaps often founder on ineffective instructional approaches. This study used student questionnaires and writing sample comparisons to investigate the impact of weekly creative writing lessons on students enrolled in a STEM-focused, university bridging program for high school students in the Black working-class township of Mamelodi, South Africa. Our tentative results suggest that creative writing teaching may have a significant role in building confidence, written communication skills, intellectual community, and improved program retention. However, further research is needed.
Recommended Citation
RETIEF, GLEN; Woest, Yolandi; and Mthethwa, Nosipho
(2024)
"Creative Writing in a University Bridging Program for Underprivileged STEM Students,"
Journal of Creative Writing Studies: Vol. 9:
Iss.
1, Article 7.
Available at:
https://repository.rit.edu/jcws/vol9/iss1/7