Exploring Diasporic Dialects of Black Women in College Composition and Communications: A Critical Reflective Narrative Inquiry

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Dervin, A. (2021). Exploring Diasporic Dialects of Black Women in College Composition and Communications: A Critical Reflective Narrative Inquiry. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Historically, standard English language ideologies have been perpetually ingrained in American educational practices and policies (Smitherman, 2017; Wong & Teuben-Rowe, 1997). These practices are not limited to K-12 studies and maintain a position of dominance in higher education (Álvarez-Mosquera & Marín-Gutiérrez, 2020). Calls for diversity in curriculum and pedagogical practices currently involve increasing demands for linguistic inclusion that reflects the diversity of student populations (CCCC, 2020). This study explores how Black women students across the diaspora who use home and/or native languages, dialects, and accents navigate their identities in academic spaces of higher learning where standard English language ideologies are often the only acceptable language varieties that are valued or encouraged. Data were generated in virtual, individual semi-structured in-depth sequences using Seidman’s (2006) three-interview model, followed by a single focus group interview with all three participants. Data analysis was characterized by a qualitative, critical, narrative-based approach that included emphasis on both small stories (De Fina and Georgakopoulou, 2012) and dominant narratives (Lyotard, 1984). Findings indicated the experiences of Black women in college composition and communications are marked by feelings of rejection, inadequacies, pressure to conform, and a lack of linguistic agency. Implications for post-secondary practice and future research are included.

Details
Author

Dervin, Alicia

Title

Exploring Diasporic Dialects of Black Women in College Composition and Communications: A Critical Reflective Narrative Inquiry

Physical Description

1 online resource (133 pages) : PDF

Date

2021

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Historically, standard English language ideologies have been perpetually ingrained in American educational practices and policies (Smitherman, 2017; Wong & Teuben-Rowe, 1997). These practices are not limited to K-12 studies and maintain a position of dominance in higher education (Álvarez-Mosquera & Marín-Gutiérrez, 2020). Calls for diversity in curriculum and pedagogical practices currently involve increasing demands for linguistic inclusion that reflects the diversity of student populations (CCCC, 2020). This study explores how Black women students across the diaspora who use home and/or native languages, dialects, and accents navigate their identities in academic spaces of higher learning where standard English language ideologies are often the only acceptable language varieties that are valued or encouraged. Data were generated in virtual, individual semi-structured in-depth sequences using Seidman’s (2006) three-interview model, followed by a single focus group interview with all three participants. Data analysis was characterized by a qualitative, critical, narrative-based approach that included emphasis on both small stories (De Fina and Georgakopoulou, 2012) and dominant narratives (Lyotard, 1984). Findings indicated the experiences of Black women in college composition and communications are marked by feelings of rejection, inadequacies, pressure to conform, and a lack of linguistic agency. Implications for post-secondary practice and future research are included.

Genre

doctoral dissertations

Subjects--Topics

Education
Language and languages
Ethnicity--Study and teaching
African Americans--Study and teaching

Degree

Ph.D.

Keywords

College Composition
Communications
Language Inclusion
Raciolinguistics

Subject Area

Curriculum & Instruction

Advisor(s)

Glass, Tehia

Committee Members

Lim, Jae Hoon
Miller, Erin
Salas, Spencer
Butler, Bettie Ray

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2021.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Dervin_uncc_0694D_12927

Permalink

http://hdl.handle.net/20.500.13093/etd:2943