PostDoctoral Research Fellowship

这项社会、行为和经济科学博士后研究和培训奖学金关注的是教师偏见和制度种族主义等社会因素如何影响少数族裔儿童的学业发展。。主办机构哈斯金斯实验室的语言学、语言学、认知发展心理学和教育学方面的知名科学家将在她缺乏专业知识的领域对她进行指导和指导，包括阅读的量化分析和认知基础。赞助科学家霍利斯·斯卡伯勒是一位认知发展心理学家，在研究口语和书面语言技能的发展方面拥有丰富的经验，包括方言差异与早期阅读成绩的关系。社会语言学家已经清楚地表明，我们的演讲不仅揭示了许多关于种族和地理起源的信息，而且听众还可靠地将种族刻板印象归因于说话者对方言，特别是非裔美国人白话(AAVE)的看法。所有种族的听众都一致认为，AAVE演讲者的智商和受教育程度低于所谓的“标准”美式英语(SAE)演讲者。虽然这种污名化的社会和职业后果已经得到了很大的关注，但对方言差异的教育后果的研究却很少。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而持久的种族“成就差距”的关键因素。小学教师将被要求在听取了幼儿的简短演讲样本后，对说话者的特征做出判断。幼儿对特定AAVE特征的使用和这些特征的总体密度差异很大。除了作为许多社会语言学分析的焦点的形态句法和语音形式外，AAVE语调模式也将被考察，因为它们也可能被污名化。评判将由社会背景、种族、年龄、地区和非裔美国儿童教学经验不同的教师做出。通过在网上和亲自管理这一程序，将有可能招募大量和多样化的教师兼法官样本。还将为教师提供关于儿童发言者的评论和问题的机会，以便也可以进行定性分析，以帮助解释定量结果。结果将揭示教师是否对学生做出更负面的判断，如果是的话，沿着什么维度，当特定类型的AAVE特征出现时，或者当孩子的言语中有高密度的多个特征时。这将允许确定AAVE特定方面的相对突出程度和污名，这可能会因教师的经验、种族或地区而有所不同。了解教师如何看待和解释方言差异不仅在理论上是有益的，而且将作为设计专业发展计划的指南，以增加教师对AAVE的知识和接受度。这项研究还将有助于社会语言学文献中关于标准语言的概念是如何在语言社区内形成的。学校使用的语言标准与社会语言学的过度纠正概念和言语社区的社会规范密切相关。因此，确定教育机构在构建交际能力和社会流动性方面发挥的作用至关重要。尽管非洲裔美国人在苦苦挣扎的读者中占了不成比例的比例，但很少有少数研究人员以一种结合了语言学、语言学、认知发展心理学和教育学的理论和方法的方式来研究这种成就差距。

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.