Abstract
This article explores the impact of labor‐based grading contracts on student attitudes and perceptions within multilingual First‐Year Composition (FYC) sections at an R1 university. Data collected qualitatively and quantitatively examined correlations between labor‐based grading contracts and shifts in student attitudes toward writing and overall learning experiences. Findings revealed that some students found labor‐based grading contracts motivating, leading to improved attitudes toward writing, while others found themselves demotivated or stressed by the absence of traditional grades. The concept of fairness emerged as a key concern, challenging the assumption that labor‐based grading contracts universally benefit students. This article underscores the need for nuanced implementation of labor‐based grading contracts and encourages a student‐centered approach to foster equitable and antiracist writing assessment practices. It acknowledges the potential benefits of labor‐based contract grading, but also its associated challenges, and calls for a critical examination of grading contracts within local contexts to ensure they genuinely advance opportunities for underrepresented students.
