{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/92784"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/92784","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"What does it mean to sound African American? Teachers' perceptions of school-age children's communication","abstract":"Using a framework of language ideologies, this mixed-methods study examined teachers' perceptions of nonmainstream dialect, specifically looking at African American English (AAE). Eighty-one total teachers from the local school district listened to four different speech stimuli (elementary school-aged) enacted in either African American English or Mainstream American English using a matched-guise design within two different child actors. After listening to the four speech stimuli, teachers provided their first impression of each child's academic and personality on the Teacher Perception Rating Questionnaire (TPRQ), a 5-point Likert scale. Afterwards, approximately one-fourth of the teachers from three of the sites participated in focus group interviews to discuss their impressions of the stimuli and cultural linguistic differences more broadly. Key findings integrated across data sources revealed that teachers perceive speakers of the AAE v. MAE stimuli differently if the paralinguistics of the presented dialects differed. Second, teachers continue to privilege MAE within the academic setting, in part because they see it as their job to prepare children for success on standardized assessments and in society at large. Whether intentional or otherwise, school currently serves as a vehicle for perpetuating standard language ideologies that denigrate AAE.","abstract_html":"Using a framework of language ideologies, this mixed-methods study examined teachers' perceptions of nonmainstream dialect, specifically looking at African American English (AAE). Eighty-one total teachers from the local school district listened to four different speech stimuli (elementary school-aged) enacted in either African American English or Mainstream American English using a matched-guise design within two different child actors. After listening to the four speech stimuli, teachers provided their first impression of each child's academic and personality on the Teacher Perception Rating Questionnaire (TPRQ), a 5-point Likert scale. Afterwards, approximately one-fourth of the teachers from three of the sites participated in focus group interviews to discuss their impressions of the stimuli and cultural linguistic differences more broadly. Key findings integrated across data sources revealed that teachers perceive speakers of the AAE v. MAE stimuli differently if the paralinguistics of the presented dialects differed. Second, teachers continue to privilege MAE within the academic setting, in part because they see it as their job to prepare children for success on standardized assessments and in society at large. Whether intentional or otherwise, school currently serves as a vehicle for perpetuating standard language ideologies that denigrate AAE.","abstract_has_math":false,"creators":["Hamilton, Megan-Brette"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Speech & Hearing Science","degree_department":null,"school":null,"contributors":["DeThorne, Laura S.","Hengst, Julie","Jarrett, Robin L.","Johnson, Cynthia J.","Mills, Monique T"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-11-10T17:50:19Z","date_published":"2016-11-10T17:50:19Z","updated_at":"2026-07-22T22:26:35Z","subjects":["African American English","dialect","speech-language pathologist","education"],"languages":["en"],"rights":["All Rights Reserved"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/92784","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["DeThorne, Laura S.","Hengst, Julie","Jarrett, Robin L.","Johnson, Cynthia J.","Mills, Monique T"]},{"key":"dc:creator","label":"Author","values":["Hamilton, Megan-Brette"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-11-10T17:50:19Z","2016-07-12","2016-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech & Hearing Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American English","dialect","speech-language pathologist","education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["All Rights Reserved"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/92784"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Using a framework of language ideologies, this mixed-methods study examined teachers' perceptions of nonmainstream dialect, specifically looking at African American English (AAE). Eighty-one total teachers from the local school district listened to four different speech stimuli (elementary school-aged) enacted in either African American English or Mainstream American English using a matched-guise design within two different child actors. After listening to the four speech stimuli, teachers provided their first impression of each child's academic and personality on the Teacher Perception Rating Questionnaire (TPRQ), a 5-point Likert scale. Afterwards, approximately one-fourth of the teachers from three of the sites participated in focus group interviews to discuss their impressions of the stimuli and cultural linguistic differences more broadly. Key findings integrated across data sources revealed that teachers perceive speakers of the AAE v. MAE stimuli differently if the paralinguistics of the presented dialects differed. Second, teachers continue to privilege MAE within the academic setting, in part because they see it as their job to prepare children for success on standardized assessments and in society at large. Whether intentional or otherwise, school currently serves as a vehicle for perpetuating standard language ideologies that denigrate AAE.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-11-09 without embargo terms","The student, Megan-Brette Hamilton, accepted the attached license on 2016-07-08 at 14:58.","The student, Megan-Brette Hamilton, submitted this Dissertation for approval on 2016-07-08 at 15:00.","This Dissertation was approved for publication on 2016-07-12 at 15:42.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9831 on 2016-11-09 at 10:23:21","Made available in DSpace on 2016-11-10T17:50:19Z (GMT). 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Eighty-one total teachers from the local school district listened to four different speech stimuli (elementary school-aged) enacted in either African American English or Mainstream American English using a matched-guise design within two different child actors. After listening to the four speech stimuli, teachers provided their first impression of each child's academic and personality on the Teacher Perception Rating Questionnaire (TPRQ), a 5-point Likert scale. Afterwards, approximately one-fourth of the teachers from three of the sites participated in focus group interviews to discuss their impressions of the stimuli and cultural linguistic differences more broadly. Key findings integrated across data sources revealed that teachers perceive speakers of the AAE v. MAE stimuli differently if the paralinguistics of the presented dialects differed. Second, teachers continue to privilege MAE within the academic setting, in part because they see it as their job to prepare children for success on standardized assessments and in society at large. Whether intentional or otherwise, school currently serves as a vehicle for perpetuating standard language ideologies that denigrate AAE.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-11-09 without embargo terms","The student, Megan-Brette Hamilton, accepted the attached license on 2016-07-08 at 14:58.","The student, Megan-Brette Hamilton, submitted this Dissertation for approval on 2016-07-08 at 15:00.","This Dissertation was approved for publication on 2016-07-12 at 15:42.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9831 on 2016-11-09 at 10:23:21","Made available in DSpace on 2016-11-10T17:50:19Z (GMT). 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