Dialect and Influences on the Academic Experiences of College Students

Autor/inn/en	Dunstan, Stephany Brett; Jaeger, Audrey J.
Titel	Dialect and Influences on the Academic Experiences of College Students
Quelle	In: Journal of Higher Education, 86 (2015) 5, S.777-803 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
Schlagwörter	Black Dialects; African American Students; Language Variation; Educational Experience; Language Role; Social Bias; Stereotypes; Rural Areas; Student Participation; Classroom Communication; Self Concept; Urban Areas; College Students; Student Attitudes; Intelligence; Sociolinguistics; Speech Communication; Research Universities; English; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sprachenvielfalt; Bildungserfahrung; Klischee; Rural area; Ländlicher Raum; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassengespräch; Selbstkonzept; Urban area; Stadtregion; Collegestudent; Schülerverhalten; Intelligenz; Klugheit; Soziolinguistik; Forschungseinrichtung; English language; Englisch; Qualitative Forschung; Statistische Analyse
Abstract	The dialects that college students speak represent a type of diversity that can influence many elements of their experiences in college, including academic experiences. In this study, we examined the influence of speaking a stigmatized dialect on academic experiences for White and African American students (both male and female) from rural Southern Appalachia attending a large research institution in the urban South. This qualitative study was aided by quantitative sociolinguistic methods used to identify and describe students' speech patterns in order to better understand the influence that students perceived their dialect to have on academic experiences. Findings suggest that for more vernacular students, dialect can influence participation in class, degree of comfort in course, perceived academic challenges, and for some, their beliefs about whether or not others perceive them as intelligent or scholarly based on their speech. This study has implications for the consideration of language diversity in fostering welcoming academic environments and in the role of language discrimination and stereotype threat/stereotype management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01