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"Listen, no segregation here": Stud...

Schultz, Marilyn Kay.

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"Listen, no segregation here": Students' use of language in a multicultural course at a historically Black university.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Listen, no segregation here": Students' use of language in a multicultural course at a historically Black university./
Author:	Schultz, Marilyn Kay.
Description:	458 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2519.
Contained By:	Dissertation Abstracts International63-07A.
Subject:	Language, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3060140
ISBN:	0493756639

"Listen, no segregation here": Students' use of language in a multicultural course at a historically Black university.
Schultz, Marilyn Kay.

"Listen, no segregation here": Students' use of language in a multicultural course at a historically Black university. - 458 p.

Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2519.

Thesis (Ph.D.)--University of Missouri - Columbia, 2002.

The purpose of this study was to analyze how students studying to become teachers at Martin University, a Historically Black College and University (HBCU), write and talk about diversity issues and education. White, primarily rural and commuter students and black, primarily urban and residential students attend this university. The theoretical framework for the study was derived from cultural anthropology, psychology, and language. The discussions and writings of twenty-one preservice teachers enrolled in a cultural diversity and education course were analyzed using theories from cultural anthropology and psychological and language development. In addition, to provide depth, I interviewed four students to build case studies. Identity and emotional engagement directed how students talked and wrote about diversity issues. Also, where students' intellectual and language maturation placed constraints on their writing and talk about the complexities of the issues. The results led to recommendations for professors to develop sensitivity to students' identity development as teachers, to give students opportunities to talk and write about the issues, and to use the historical and thematic approach for teaching cultural diversity and education.

ISBN: 0493756639Subjects--Topical Terms:

1018089
Language, General.

"Listen, no segregation here": Students' use of language in a multicultural course at a historically Black university.
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245 1 0 $a "Listen, no segregation here": Students' use of language in a multicultural course at a historically Black university.
300 $a 458 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2519.
500 $a Supervisor: Roy F. Fox.
502 $a Thesis (Ph.D.)--University of Missouri - Columbia, 2002.
520 $a The purpose of this study was to analyze how students studying to become teachers at Martin University, a Historically Black College and University (HBCU), write and talk about diversity issues and education. White, primarily rural and commuter students and black, primarily urban and residential students attend this university. The theoretical framework for the study was derived from cultural anthropology, psychology, and language. The discussions and writings of twenty-one preservice teachers enrolled in a cultural diversity and education course were analyzed using theories from cultural anthropology and psychological and language development. In addition, to provide depth, I interviewed four students to build case studies. Identity and emotional engagement directed how students talked and wrote about diversity issues. Also, where students' intellectual and language maturation placed constraints on their writing and talk about the complexities of the issues. The results led to recommendations for professors to develop sensitivity to students' identity development as teachers, to give students opportunities to talk and write about the issues, and to use the historical and thematic approach for teaching cultural diversity and education.
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650 4 $a Education, Teacher Training. $3 783747
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