Teacher Education, Educational Leadership & Policy ETDs

Publication Date

6-16-1972

Abstract

Statement of Problem

The purpose of this research is to begin to refute the deficit approach to the verbal abilities of poor children. It is the investigator's contention that data collected on poor children's verbal abilities was done in incorrect social situations. Current research indicates that language development is innate. Evidence now indicates, also, that "disadvantaged" children will be non-verbal and/or nonsensical in situations they see as threatening, while in non-threatening situations they display an adequate verbal ability. It is the object of this research to vary socio­linguistic variables, and create symmetrical and asymmetrical situations, in order to test the propositions that such variations will: 1) elicit better speech samples from poor children, and 2) depress the quality and quantity of speech from middle class children.

Procedure and Methods

No ethnic, only socioeconomic comparisons were made; all the children were of Mexican-American descent, as adjudged by Spanish-surname, and the sample was evenly divided between middle class and poor children in accordance to which day care center they attended--one free, and located in the core area; the other having substantial tuitional costs. Five children were subjected to each treatment by two interviewers as demonstrated by the following diagram.

Middle Class Children

Poor Children

Dialect

No Dialect

Dialect

No Dialect

Middle

Class

Questions

1

asymmetry

2

symmetry

3

asymmetry

4

most asymmetrical

Chicano Questions

5

most

asymmetrical

6

more asymmetrical

7

symmetry

8

more asymmetrical

The quality of the elicited speech was determined by use of Terminable Units; the quantity was determined by a running word count. Cuing by interviewers was also determined.

Results

Middle class children have greater volubility and slightly more grammatical maturity no matter the situation (p < .10). Poor children performed best in the symmetrical situation (p < .025). Asymmetrical situations for poor children were found in Cells 4 and 8; the only asymmetrical situation for middle class children was Cell 6.

Conclusions

When poor children are made comfortable via a symmetrical situation, they speak with greater volubility and grammatical maturity. Middle class children function well in all social situations. The study requires replication using alternative parameters and there is a pressing need for a more accurate definition of socioeconomic status.

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

David Lawrence Bachelor

Second Committee Member

Theodore N. Guinn

Third Committee Member

Joseph Fashing

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