How African American Teachers' Beliefs About African American Vernacular English Influence ...

241 Pages·2011·2.28 MB·English

by  Gregory Jones

HOW AFRICAN AMERICAN TEACHERS' BELIEFS ABOUT AFRICAN(cid:1)
AMERICAN VERNACULAR ENGUSH INFLUENCE THEIR TEACHING(cid:1)
by
Gregory Jones(cid:1)
A Dissertation(cid:1)
Submitted to the(cid:1)
Graduate Faculty(cid:1)
of(cid:1)
George Mason University(cid:1)
in Partial Fulmlment of(cid:1)
The Requirements for the Degree(cid:1)
of(cid:1)
Doctor of Philosophy(cid:1)
Education(cid:1)
Committee:
-...L.....;C~--;f--...-........:='-"-=;~=~7l--"----------Program Director(cid:1)
---=----...".L------'~__l_--------Dean, College of
Education and Human
Development
_--==:J=-:::.cL=fJ-+-....::OZ-"-'5~! c2""""-=-Q--'-/~/
Date: ...... Summer Semester 2011
George Mason University
Fairfax, VA
How African American Teachers‟ Beliefs About African American Vernacular English
Influence Their Teaching
A dissertation submitted in partial fulfillment of the requirements for the degree of
Doctor of Philosophy at George Mason University
by
Gregory Jones
Master of Arts in Teaching
Howard University, 1986
Bachelor of Arts
University of North Carolina at Chapel Hill, 1983
Director: S. David Brazer, Professor
College of Education and Human Development
Summer Semester 2011
George Mason University
Fairfax, VA
This work is licensed under a creative commons
attribution−noderivs 3.0 unported license.

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DEDICATION
This dissertation is dedicated in memory of my mother, Jeanette Jones Dunston, my
grandmother, Daisy Mae Pickett, and my aunt, Hattie Mae Ball− the wise ones.
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ACKNOWLEDGEMENTS
The dissertation process can be a lonely and isolating experience, one through which I
would not have been able to successfully navigate without the support and
encouragement of numerous individuals. Words seem inadequate to express the depth of
my gratitude to my family and friends who have stood with me and beside me from the
inception of this journey toward my degree. Without the lifetime of unending love and
support provided by my mother and grandmother this accomplishment and all others I
have achieved would never have come to fruition. Thanks are due to my siblings, Yana,
Willie, and Wanda, who have served as constant cheerleaders throughout this process and
all other adventures I have undertaken in life. Each of you holds a special place in my
heart, knowing everything about me and loving me still. Over the years I have been
immensely fortunate to have acquired a collection of friends who have served as
tremendous sources of encouragement and inspiration. They are too numerous to name
them all here, but I must extend sincere thanks to Dr. Zollie Stevenson, my mentor and
long time friend for planting the vision of pursuing a Ph.D. in my mind way back when
we were college kids at UNC−CH. I also owe a debt of gratitude to Carl Foster, Kevin
Brown, and Trevis Hall for their unwavering friendship and ceaseless support and
encouragement. Dr. Melissa Hamilton and Gary Thomas, my dear friends and ACPS
colleagues are due thanks for providing a listening ear and performing numerous acts of
kindness to reduce my stress level at work. I would be remised if I did not did not extend
my eternal thanks to Larry Crawford, a sage, thoughtful, and caring friend on whom I can
always depend. I must also thank two members of my George Mason cohort, Vicki
Montgomery and Theresa Beasley for the role they played in helping me arrive at this
juncture in life. Knowing I could always seek your advice and help in times of crisis has
been a constant source of comfort to me.
Without the assistance of Louisa Porzell, Ann Anderson, and Dr. Elizabeth Simons, I
would never have made it through all the papers and the dissertation process. Sincere
thanks to each of you for serving as editors extraordinaire and for being such dear friends
and wonderful colleagues.
I owe an enormous debt of thanks to my committee members, Dr. David Brazer, Dr. Joe
Maxwell, and Dr. Marjorie Hall−Haley for the guidance, expert advice, and professional
wisdom they provided throughout my tenure at George Mason University. I am
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especially grateful to Dr. Brazer, the chair of my committee, for believing in me and
constantly availing himself to assist with questions related to my research and my
academic program over the years. David thanks for serving as an outstanding teacher,
mentor, advocate, and friend.
Without the contributions of the principals and teachers at “Martha Washington” this
study would not exist. I am most appreciative of their willingness to grant me access to
their professional lives. They could not have been more gracious and accommodating.
I could not end my acknowledgements without recognizing Bishop Alfred A. Owens and
Co−Pastor Susie Owens for serving as my spiritual advisors throughout the pursuit of my
degree and for keeping me grounded, encouraged, and inspired during the entire process.
Because of them I realize the importance of giving God thanks in all we do. Thanks be
unto Him for the great things He has done.

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TABLE OF CONTENTS
Page
List of Tables ..................................................................................................................... ix
List of Figures ..................................................................................................................... x
Abstract .............................................................................................................................. xi
CHAPTER 1. INTRODUCTION ....................................................................................... 1
Purposes for Research Study ........................................................................................... 2
Personal Purposes ........................................................................................................ 2
Practical Purposes ........................................................................................................ 4
Research Purposes ....................................................................................................... 4
Significance of the Problem ............................................................................................ 5
Stereotypes and Expectations ...................................................................................... 6
Self−fulfilling Prophecies ............................................................................................ 6
Teachers‟ Attitudes, Beliefs, and Perceptions ............................................................. 7
Research Questions ......................................................................................................... 9
CHAPTER 2. CONCEPTUAL FRAMEWORK .............................................................. 12
Cultural Ecological Theory ........................................................................................... 12
Social Reproduction ...................................................................................................... 14
Cultural Capital as an Asset ....................................................................................... 15
African American Teachers: Helping AAVE Speakers Navigate Schools ................... 16
Potential of Linguistic Knowledge ............................................................................ 21
What Teachers Do to Support the Educational Needs of AAVE Speakers .................. 22
CHAPTER 3. METHODOLOGY .................................................................................... 28
Research Context........................................................................................................... 30
Selection of Participants ................................................................................................ 31
Data Collection .............................................................................................................. 35
Data Analysis ............................................................................................................. 40
Validity ...................................................................................................................... 41
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Generalizability. ...................................................................................................... 44
CHAPTER 4. DATA ANALYSIS AND FINDINGS ...................................................... 45
Demographic Questionnaire Results ............................................................................. 46
Teachers‟ Attitudes and Perceptions of AAVE: LAS Results ...................................... 52
Background and Beliefs of Primary Participants Toward AAVE................................. 57
Participant Profiles .................................................................................................... 59
Margaret. ................................................................................................................. 59
Sheila....................................................................................................................... 63
Matthew. ................................................................................................................. 67
Tina. ........................................................................................................................ 71
Sarah. ...................................................................................................................... 75
The Influence of AAVE on Academic Achievement ................................................ 81
The Influence of AAVE use on Students‟ Futures .................................................... 83
Influence of Teachers‟ Beliefs about AAVE on Teaching ........................................ 86
Core Beliefs about Student Learning......................................................................... 86
All students can learn. ............................................................................................. 86
Exploring Teachers‟ Cultural and Linguistic Backgrounds .......................................... 90
The Awakening: Standard and Nonstandard Communication .................................. 91
An awareness of what we say and how we say it matters. ..................................... 93
Interaction with AAVE speakers in the community. .............................................. 96
An Appropriate Time and Place: AAVE Speakers Must be Bilingual ......................... 98
Teachers‟ Reaction to AAVE Use During Class Time ............................................... 100
Theory in Action: Observation of Teachers‟ Reaction to AAVE Use in Class .......... 104
Observations: Margaret in the Classroom Setting ................................................... 105
Observations: Sheila in the Classroom Setting........................................................ 110
Observations: Matthew in the Classroom Setting ................................................... 116
Observations: Sarah in the Classroom Setting ........................................................ 121
Observations: Tina in the Classroom Setting .......................................................... 125
Supporting the Achievement of AAVE Speakers: Teaching Styles and Classroom
Practices ...................................................................................................................... 129
Distinct Teaching Style ........................................................................................... 130
Passion for teaching .............................................................................................. 130
Ethic of caring. ...................................................................................................... 134
Warm demander. ................................................................................................... 138
Surrogate parent/other mother. ............................................................................. 147
Cultural and linguistic mediator............................................................................ 152
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Acting White: Addressing a Barrier to Academic Success ......................................... 155
CHAPTER 5. DISCUSSION, SUMMARY OF FINDINGS, IMPLICATIONS AND
RECOMMENDATIONS ................................................................................................ 166
Purposes Revisited ...................................................................................................... 167
Discussion of Personal Purposes ............................................................................. 167
Discussion of Practical Purposes ............................................................................. 168
Discussion of Research Purposes ............................................................................ 168
Discussion of Significance ...................................................................................... 169
Reexamining the Conceptual Framework ............................................................... 170
Summary of Findings .................................................................................................. 171
Summary of Survey Results .................................................................................... 172
Summary of Interview and Observation Data ......................................................... 176
Distinct Teaching Style ........................................................................................... 179
Passion for teaching .............................................................................................. 180
Ethic of caring ....................................................................................................... 180
Warm demander .................................................................................................... 181
Surrogate parent/other mother .............................................................................. 182
Cultural and linguistic mediator............................................................................ 183
Acting White............................................................................................................ 184
Implications ................................................................................................................. 185
Recommendations ....................................................................................................... 188
APPENDIX A ................................................................................................................. 191
APPENDIX B ................................................................................................................. 195
APPENDIX C ................................................................................................................. 199
APPENDIX D ................................................................................................................. 201
APPENDIX E ................................................................................................................. 203
APPENDIX F.................................................................................................................. 204
APPENDIX G ................................................................................................................. 205
APPENDIX H ................................................................................................................. 207
APPENDIX I .................................................................................................................. 210
APPENDIX J .................................................................................................................. 214
APPENDIX K ................................................................................................................. 218

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LIST OF TABLES
Table Page
Table 3.1 Participant Selection Process: Identifying Successful/Exemplary Teachers ... 34
Table 3.2 Data Collection Techniques.............................................................................. 39
Table 4.1 Ethnicity of Participants ....................................................................................47
Table 4.2 Gender of Participants.......................................................................................47
Table 4.3 Participant’ Home Community ..........................................................................47
Table 4.4 Age Range of Participants .................................................................................48
Table 4.5 Highest Degree Earned .....................................................................................48
Table 4.6 Type of University of College Attended .............................................................48
Table 4.7 Number of Years of Teaching Experience .........................................................49
Table 4.8 Number of Years Serving at Martha Washington School ..................................50
Table 4.9 Variety of English Spoken in Home Community ................................................50
Table 4.10 AAVE Addressed in Teacher Training Program .............................................51
Table 4.11 Courses in Which AAVE was a Topic of Discussion .......................................51
Table 4.12 Degree of Participation in Professional Development Related to AAVE .......52
Table 4.13 Teacher Attitudes toward AAVE, as Determined by the LAS ..........................56
Table 4.14 Snapshot of Primary Participant Profiles .......................................................78
Table 4.15 Margaret, Observation 1: AAVE Use in the Classroom Setting ....................106
Table 4.16 Margaret, Observation 2: AAVE Use in the Classroom Setting ....................107
Table 4.17 Margaret, Observation 3: AAVE Use in the Classroom Setting ....................109
Table 4.18 Sheila, Observation 1: AAVE Use in the Classroom Setting .........................112
Table 4.19 Sheila, Observation 2: AAVE Use in the Classroom Setting .........................114
Table 4.20 Sheila, Observation 3: AAVE Use in the Classroom Setting .........................115
Table 4.21 Matthew, Observation 1: AAVE Use in the Classroom Setting .....................117
Table 4.22 Matthew, Observation 2: AAVE Use in the Classroom Setting .....................118
Table 4.23 Matthew, Observation 3: AAVE Use in the Classroom Setting .....................120
Table 4.24 Sarah, Observation 1: AAVE Use in the Classroom Setting .........................122
Table 4.25 Sarah, Observation 2: AAVE Use in the Classroom Setting .........................123
Table 4.26 Sarah, Observation 3: AAVE Use in the Classroom Setting. ........................124
Table 4.27 Tina, Observation 1: AAVE Use in the Classroom Setting............................126
Table 4.28 Tina, Observation 2: AAVE Use in the Classroom Setting............................127
Table 4.29 Tina, Observation 3: AAVE Use in the Classroom Setting............................128

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