PostDoctoral Research Fellowship

博士后研究奖学金

• 批准号: 0512005
• 负责人: Anne Charity Hudley
• 金额: --
• 依托单位: Charity Anne H
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-01-01 至 2008-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0512005&HistoricalAwards=false
• 关键词: PostDoctoral; Research; Fellowship

This Social, Behavioral, and Economic Science Postdoctoral Research and Training Fellowship focuses on how social factors such as teacher bias and institutional racism affect minority children's academic development. . Eminent scientists in linguistics, speech, cognitive-developmental psychology, and education at Haskins Laboratories, the sponsoring institution, will mentor and instruct the Fellow in areas in which she lacks expertise, including quantitative analyses and cognitive bases of reading. The sponsoring scientist, Hollis Scarborough, is a cognitive-developmental psychologist with extensive experience in conducting research on the development of oral and written language skills, including the relationship of dialect differences to early reading achievement. Sociolinguists have clearly demonstrated not only that our speech reveals much about ethnic and geographic origins, but also that listeners reliably attribute racially stereotyped traits to speakers based on perceptions of dialect, particularly African-American Vernacular English (AAVE). AAVE speakers are consistently judged, by listeners of all races, to be less intelligent and less educated than speakers of so-called "standard" American English (SAE). Although the social and occupational consequences of such stigmatization have received much attention, the educational ramifications of dialect differences have been infrequently studied. Yet these might be crucial factors in explaining the longstanding and persistent racial "achievement gaps" in reading and other academic areas among America's schoolchildren. Elementary school teachers will be asked to make judgments about speaker characteristics after listening to brief speech samples from young children who vary widely in their use of particular AAVE features and overall density of those features. In addition to the morphosyntactic and phonological forms that have been the focus of much sociolinguistic analysis, AAVE intonation patterns will also be examined because they too may be stigmatized. Judgments will be made by teachers who differ in social background, race, age, region, and teaching experience with African- American children. By administering the procedure both online and in person, it will be possible to recruit a large and diverse sample of teacher-judges. Opportunities will also be provided for teachers to provide comments and questions about the child speakers, so that qualitative analyses can also be performed to aid the interpretation of quantitative findings. The results will reveal whether teachers judge students more negatively, and if so, along what dimensions, when particular kinds of AAVE features are present or when there is a high density of multiple features in the child's speech. This will permit a determination of the relative salience and stigmatization of particular aspects of AAVE, which may vary across teachers depending on their experience, race, or region. Gaining this understanding of how teachers perceive and interpret dialect differences will not only be theoretically informative but will also serve as a guide to designing professional development programs to increase teachers' knowledge and acceptance of AAVE. This research will also contribute to the sociolinguistic literature on how notions of the standard language are formed within a speech community. The language standard used in schools is closely related to the sociolinguistic concepts of hypercorrection and social norms in the speech community. Thus, it is crucial to determine the role that educational institutions play in the construction of communicative competence and social mobility. Despite the fact that African-Americans are disproportionately represented among struggling readers, there are few minority researchers studying this achievement gap in a manner that combines theoretical and methodological approaches drawn from linguistics, speech, cognitive-developmental psychology, and education.

这个社会，行为和经济科学博士后研究和培训奖学金的重点是如何社会因素，如教师偏见和制度的种族主义影响少数民族儿童的学术发展。.赞助机构哈斯金斯实验室的语言学、言语、认知发展心理学和教育方面的杰出科学家将指导和指导研究员缺乏专业知识的领域，包括定量分析和阅读的认知基础。赞助科学家Hollis Scarborough是一位认知发展心理学家，在口头和书面语言技能的发展方面拥有丰富的研究经验，包括方言差异与早期阅读成就的关系。社会语言学家已经清楚地证明，我们的语言不仅揭示了很多关于种族和地理起源的信息，而且听众也会根据方言的感知，特别是非洲裔美国人的方言（AAVE），可靠地将种族刻板印象归因于说话者。所有种族的听众都一致认为，AAVE的发言者比所谓的“标准”美国英语（SAE）的发言者更不聪明，受教育程度更低。虽然这种污名化的社会和职业后果受到了很多关注，但方言差异的教育后果却很少被研究。然而，这些可能是解释美国学童在阅读和其他学术领域长期存在的种族“成就差距”的关键因素。小学教师将被要求作出判断后，听取简短的语音样本，从幼儿谁在他们使用的特定AAVE功能和这些功能的整体密度有很大的不同的扬声器特性。除了已经成为社会语言学分析重点的形态句法和语音形式之外，AAVE语调模式也将被研究，因为它们也可能被污名化。评判将由社会背景、种族、年龄、地区和对非裔美国儿童的教学经验不同的教师做出。通过在线和亲自管理程序，将有可能招聘大量不同的教师法官样本。教师也将有机会就儿童发言者提出意见和问题，以便进行定性分析，以帮助解释定量结果。结果将揭示教师是否更消极地评价学生，如果是这样，沿着什么维度，当特定种类的AAVE功能存在时，或者当孩子的语音中有高密度的多个功能时。这将允许确定AAVE特定方面的相对突出性和污名化，这可能因教师的经验、种族或地区而异。获得这种教师如何感知和解释方言差异的理解不仅将在理论上提供信息，但也将作为设计专业发展计划，以增加教师的知识和接受AAVE的指导。这项研究也将有助于社会语言学文献的标准语言的概念是如何形成的言语社区。学校使用的语言标准与社会语言学的矫枉过正概念和言语共同体的社会规范密切相关。因此，确定教育机构在交际能力和社会流动性的构建中所起的作用至关重要。尽管非裔美国人在苦苦挣扎的读者中所占比例不成比例，但很少有少数民族研究人员以结合语言学，言语，认知发展心理学和教育的理论和方法的方式研究这种成就差距。