{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-1392"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-1392","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"The attitudes of African American students towards the study of foreign languages and cultures","abstract":"This dissertation explores the reasons that African American students participate at lower levels in foreign language programs in terms of taking courses and majoring and minoring in foreign languages. The primary foreign language that it explores is Spanish, and its findings suggest that the introduction of the language devoid of the influence of Afro-diasporic linkages to Spanish culture leads to the topic being taught in abstraction, therefore causing a lack of interest among African American students. As this study shows, a teacher's thinking about cultural and racial difference is often intimately woven into their disciplinary training, and as a result, the convergence of these influences affects a professor's ability to provide culturally responsive service and a student's desire to engage both the teacher and the subject area. Integrating relevant foreign language theory and Afro-diasporic literature this dissertation conducts inquiry into pedagogical approaches for attracting African American students into the area of foreign languages.","abstract_html":"This dissertation explores the reasons that African American students participate at lower levels in foreign language programs in terms of taking courses and majoring and minoring in foreign languages. The primary foreign language that it explores is Spanish, and its findings suggest that the introduction of the language devoid of the influence of Afro-diasporic linkages to Spanish culture leads to the topic being taught in abstraction, therefore causing a lack of interest among African American students. As this study shows, a teacher's thinking about cultural and racial difference is often intimately woven into their disciplinary training, and as a result, the convergence of these influences affects a professor's ability to provide culturally responsive service and a student's desire to engage both the teacher and the subject area. Integrating relevant foreign language theory and Afro-diasporic literature this dissertation conducts inquiry into pedagogical approaches for attracting African American students into the area of foreign languages.","abstract_has_math":false,"creators":["Watterson, Katrina"],"institution":"Educational Theory, Policy, and Practice","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T02:57:30Z","subjects":["African American","culture","foreign languages"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-04152011-150931","https://repository.lsu.edu/gradschool_dissertations/393"],"render_values":[{"text":"etd-04152011-150931","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/393","href":"https://repository.lsu.edu/gradschool_dissertations/393","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.393","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Watterson, Katrina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-02-22"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:08:40Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Educational Theory, Policy, and Practice"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American","culture","foreign languages"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-04152011-150931","10.31390/gradschool_dissertations.393","https://repository.lsu.edu/gradschool_dissertations/393"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation explores the reasons that African American students participate at lower levels in foreign language programs in terms of taking courses and majoring and minoring in foreign languages. The primary foreign language that it explores is Spanish, and its findings suggest that the introduction of the language devoid of the influence of Afro-diasporic linkages to Spanish culture leads to the topic being taught in abstraction, therefore causing a lack of interest among African American students. As this study shows, a teacher's thinking about cultural and racial difference is often intimately woven into their disciplinary training, and as a result, the convergence of these influences affects a professor's ability to provide culturally responsive service and a student's desire to engage both the teacher and the subject area. 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The primary foreign language that it explores is Spanish, and its findings suggest that the introduction of the language devoid of the influence of Afro-diasporic linkages to Spanish culture leads to the topic being taught in abstraction, therefore causing a lack of interest among African American students. As this study shows, a teacher's thinking about cultural and racial difference is often intimately woven into their disciplinary training, and as a result, the convergence of these influences affects a professor's ability to provide culturally responsive service and a student's desire to engage both the teacher and the subject area. 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