"Why you always be sweatin' me?" : cultural mapping : eighth grade, black adolescent females and teachers' use of language in the classroom

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ann Piper Pember (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Jeutonne P. Brewer

Abstract: Students and teachers map their worlds onto the classroom. Maps, analogous to and containing attitudes, emerge from cultural and personal experiences to provide meaning as teachers direct and students respond. The classroom is the only setting where the function and meaning of students and teachers' classroom language use—influenced by cultural maps—can be analyzed. This ethnographic classroom language research indicates that black adolescent, working class females experience more social and academic difficulties than white classmates or black male peers. Academic classroom grouping influences changes in interaction style. In homogeneous groupings, black girls use street talk to interact belligerently or to duel verbally with each other and teachers. In heterogeneous groupings, black females use more typical student talk, although they occasionally refuse to answer teacher questions, a style leading to teacher interrogation. This interrogation reveals the directive nature of classroom questions requiring a verbal response. These black female interaction styles from both types of groupings also lead to prohibitive teacher directives to underscore black girls' social and academic difficulties. The black females' language variety, cultural background, and interaction styles, which contrast with the school's standard English and classroom expectations, mark these girls.

Additional Information

Language: English
Date: 1987
English language $x Study and teaching $x African American students
African Americans $x Social life and customs
Black English $x Research

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