%0 Thesis %1 harrold_investigation_1995 %A Harrold, Valerie Joyce %D 1995 %K BLACK COMMUNICATION, EDUCATION, Higher, SPEECH STUDIES %T An investigation of faculty attitudes and oral communication programs for african american speakers of black english at selected two-year private and public institutions of higher education in Michigan %X The study was designed to investigate the attitudes of college faculty at 16 two-year Michigan public and private institutions regarding the oral usage of Black English by African American college students in the academic settings; and the availability of programs and/or courses at those colleges which assist African American students to improve their Standard English skills. One hundred thirty-six faculty were involved in the study from twelve public and four private colleges which had an African American student population of at least five percent. The instruments utilized in the study were information obtained from the Personal and Professional Profile and the Oral Communication Attitude Survey (OCAS). The Personal and Professional Profile solicited information about the faculty and their institutions based upon, gender; ethnicity; if the college was public or private; the African American student populations at each of the 16 colleges; skills faculty taught; training in Black English speech patterns; courses available at their college which assisted Black English speakers to improve their Standard English skills; and types of courses offered. The OCAS measured reactions to 22-item statements based upon faculty attitudes of Black English and the African American heritage; faculty attitudes of the usage of Black English in the academic setting; and the availability and effectiveness of programs and/or courses which assist Black English speakers to improve their Standard English skills. The study results revealed that most faculty viewed Black English negatively; judgments are made about students based upon the way they speak not on what they are saying, which impacts the Black English speakers' grades; most courses addressed writing-skills rather than oral skills; attitudes toward Black English usage did not differ between ethnic faculty, however, African American faculty respondents were slightly more positive toward Black English usage than Caucasian respondents. Also, the findings indicated that when most faculty hear Black English used in the classroom, they are unaware of the sociolinguistics relationship of the language and the dialect used by African American students.

@phdthesis{harrold_investigation_1995, abstract = {The study was designed to investigate the attitudes of college faculty at 16 two-year Michigan public and private institutions regarding the oral usage of Black English by African American college students in the academic settings; and the availability of programs and/or courses at those colleges which assist African American students to improve their Standard English skills. One hundred thirty-six faculty were involved in the study from twelve public and four private colleges which had an African American student population of at least five percent. The instruments utilized in the study were information obtained from the Personal and Professional Profile and the Oral Communication Attitude Survey (OCAS). The Personal and Professional Profile solicited information about the faculty and their institutions based upon, gender; ethnicity; if the college was public or private; the African American student populations at each of the 16 colleges; skills faculty taught; training in Black English speech patterns; courses available at their college which assisted Black English speakers to improve their Standard English skills; and types of courses offered. The OCAS measured reactions to 22-item statements based upon faculty attitudes of Black English and the African American heritage; faculty attitudes of the usage of Black English in the academic setting; and the availability and effectiveness of programs and/or courses which assist Black English speakers to improve their Standard English skills. The study results revealed that most faculty viewed Black English negatively; judgments are made about students based upon the way they speak not on what they are saying, which impacts the Black English speakers' grades; most courses addressed writing-skills rather than oral skills; attitudes toward Black English usage did not differ between ethnic faculty, however, African American faculty respondents were slightly more positive toward Black English usage than Caucasian respondents. Also, the findings indicated that when most faculty hear Black English used in the classroom, they are unaware of the sociolinguistics relationship of the language and the dialect used by African American students.}, added-at = {2018-06-19T15:18:45.000+0200}, author = {Harrold, Valerie Joyce}, biburl = {https://www.bibsonomy.org/bibtex/2683507c28bfe9ea496bdbbd4371c14d9/prophe}, interhash = {06bbe6879199570cf8a45bbe6109772c}, intrahash = {683507c28bfe9ea496bdbbd4371c14d9}, keywords = {BLACK COMMUNICATION, EDUCATION, Higher, SPEECH STUDIES}, school = {Wayne State University}, shorttitle = {An investigation of faculty attitudes and oral communication programs for african american speakers of black english at selected two-year private and public institutions of higher education in {Michigan}}, timestamp = {2018-06-19T15:18:45.000+0200}, title = {An investigation of faculty attitudes and oral communication programs for african american speakers of black english at selected two-year private and public institutions of higher education in {Michigan}}, type = {{PhD} {Thesis}}, year = 1995 }