Project two Abstract: Can codemeshing fix our problem?
Melissa DeFrank
For this project, our group focused on the social pressures of speaking a minority language in the U.S. I specifically focused on black English, or Ebonics. To see my full Analysis, click here.
I explore the social pressures against black students from both sides; authority figures and white students at schools pressure them to speak “standard” English, while they feel pressure to hold onto their natural, accented language (in this case, Ebonics). First, l come to terms with research done by sociologists in which they chose a range of schools (from overrepresented to underrepresented in terms of minorities) and questioned African American students about their social and academic lives. I show that opposition to “talking white” does occur in minority groups in some schools. I forward this idea further using an interview of an African American student her at Emory. She describes the tight line she has to walk on, not feeling fully accepted in white or black crowds. I then come to terms with Young’s solution to linguistic discrimination, agreeing that code meshing is a great place to start. I use the research from earlier to extend Young’s argument futher; this time focusing on the third type of opposition, against students that act “better than others,” based on socioeconomic ties. I argue that if all dialects are taught and accepted in schools, students would feel more comfortable taking harder classes and challenging themselves, leveling opportunities for all races. I extend this even further, saying this leveling leads to better college opportunities and job opportunities for minorities, and even poor whites. I then counter Young, saying that code meshing is not exactly practical at the moment, so for now, students must be aware that standard English is most widely accepted. However, I still believe code meshing is a great way to start.
Sources:
DeFrank, Melissa. Meagan's Interview about Ebonics. Youtube. N.p., 22 Mar. 2015. Web. 1 Apr. 2015.
Goldwert, Lindsay. "'Dining while black' a real thing; 'table side racism' study shows waitstaff give African-Americans poorer service." New York Daily News. N.p., 25 Apr. 2012. Web. 1 Apr. 2015.
Tyson, Karolyn; Darity, William A., Jr.; & Castellino, Domini R. (2005). “It's Not "a Black Thing:" Understanding the Burden of Acting White and Other Dilemmas of High Achievement.” American Sociological Review, 70(4), 582-605. 23 Mar. 2015.
"Vershawn Ashanti Young, College of Liberal Arts and Sciences." FYI Faculty and Staff News. U of Iowa, n.d. Web. 23 Mar. 2015.
For this project, our group focused on the social pressures of speaking a minority language in the U.S. I specifically focused on black English, or Ebonics. To see my full Analysis, click here.
I explore the social pressures against black students from both sides; authority figures and white students at schools pressure them to speak “standard” English, while they feel pressure to hold onto their natural, accented language (in this case, Ebonics). First, l come to terms with research done by sociologists in which they chose a range of schools (from overrepresented to underrepresented in terms of minorities) and questioned African American students about their social and academic lives. I show that opposition to “talking white” does occur in minority groups in some schools. I forward this idea further using an interview of an African American student her at Emory. She describes the tight line she has to walk on, not feeling fully accepted in white or black crowds. I then come to terms with Young’s solution to linguistic discrimination, agreeing that code meshing is a great place to start. I use the research from earlier to extend Young’s argument futher; this time focusing on the third type of opposition, against students that act “better than others,” based on socioeconomic ties. I argue that if all dialects are taught and accepted in schools, students would feel more comfortable taking harder classes and challenging themselves, leveling opportunities for all races. I extend this even further, saying this leveling leads to better college opportunities and job opportunities for minorities, and even poor whites. I then counter Young, saying that code meshing is not exactly practical at the moment, so for now, students must be aware that standard English is most widely accepted. However, I still believe code meshing is a great way to start.
Sources:
DeFrank, Melissa. Meagan's Interview about Ebonics. Youtube. N.p., 22 Mar. 2015. Web. 1 Apr. 2015.
Goldwert, Lindsay. "'Dining while black' a real thing; 'table side racism' study shows waitstaff give African-Americans poorer service." New York Daily News. N.p., 25 Apr. 2012. Web. 1 Apr. 2015.
Tyson, Karolyn; Darity, William A., Jr.; & Castellino, Domini R. (2005). “It's Not "a Black Thing:" Understanding the Burden of Acting White and Other Dilemmas of High Achievement.” American Sociological Review, 70(4), 582-605. 23 Mar. 2015.
"Vershawn Ashanti Young, College of Liberal Arts and Sciences." FYI Faculty and Staff News. U of Iowa, n.d. Web. 23 Mar. 2015.