Many of us who work in basic writing (BW), and especially those of us who work in BW programs within the context of predominantly white institutions (or PWIs for short), consider our programs to be "race-conscious" spaces-that is, spaces where relationships between and among issues of race, racism, language, and literacy can be openly interrogated, challenged, and reformed when students learn how to write.In this sense, many of us are inspired by assertions like those of Deborah Mutnick that "basic writing [,] for all its internal contradictions, has played a vital role in increasing access to higher education, in particular for working-class people of color" (71-72).Unfortunately, many of us working in BW also know only too well Minority-Serving Institutions, Race-Conscious "Dwelling," and
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Kevin Roozen (2012) studied this question.