Black children's perceptions of Black English

In studying the perception of differences between Black English and Standard English by 48 first-grade, urban, Black children, BE and SE were partitioned into content, i.e., syntax and lexicon, and style, i.e., suprasegmentals or prosodic features of phonology. A discrimination task was designed to test whether the subjects could perceive differences in terms of style or content or both. Accurate discriminations were related to language variety preference and school and home-street register maintenance. The results indicated BE style to be as significantly related to BE preference and register maintenance as BE content when the two were separated.     

Black Women

No abstract available for this article.     

Back to Black

This is a brief sequel to Max Black's classic dialogue on the Identity of Indiscernibles. Interlocutor A defends the bundle theory by endorsing the (by now popular) view according to which Black's world does not contain two indiscernible spheres but rather a single, bi‐located sphere. His opponent, B, objects that A cannot distinguish such a world from a world with a single, uniquely located sphere, hence that the view in question adds nothing to A's original response to Black's challenge. A is simply denying that there can be worlds with two or more indiscernible entities.     

On Black Intelligence

If a tree is to be judged by its fruit, if the intelligence of a race bears any relation to its accomplishment, it seems difficult to draw any conclusion other than that the black and brown races are inferior to the white race. R. S. Ellis, The Psychology of the Individual, 1928, p. 284.     

Black Box Arguments

“Black box argument” is a metaphor for modular components of argumentative discussion that are, within a particular discussion, not open to expansion. In public policy debate such as the controversy over abstinence-only sex education, scientific conclusions enter the discourse as black boxes consisting of a result returned from an external and largely impenetrable process. In one way of looking at black box arguments, there is nothing fundamentally new for the argumentation theorist: A black box argument is very like any other appeal to authority, and what might be said about any particular form of black box will turn out to be a particularized version of what might be said about evaluating arguments based on authority. But in another way of looking at black box arguments, they are a constantly evolving technology for coming to conclusions and making these conclusions broadly acceptable. Black boxes are to argumentation what material inventions are to engineering and related sciences. They are anchored in and constrained by fundamental natural processes, but they are also new things that require theoretical explication and practical assessment.     

Black Students' Reactions to Feedback Conveyed by White and Black Teachers1

The present investigation examined some processes mediating self-fulfilling prophecies among black students. Specifically, we hypothesized that feedback conveyed by black and white teachers would differentially influence black students' perceptions of how the teacher viewed their success/failure, effort, ability, luck and task difficulty. In addition, we hypothesized that negative feedback would affect perceptions of evaluations differently than positive feedback. Ninety black undergraduates participated in an experiment in which a black or white teacher (confederate) expressed one of five evaluative feedback responses to a student's score on an analogies test. The results provided partial support for the first hypothesis: black female students perceived white teachers as assessing their performance less positively: that is, they perceived them to underestimate their ability and the difficulty of the task. Negative feedback also led students to believe the teacher held an unfavorable but inaccurate impression of their ability and effort, and that the teacher underestimated the difficulty of the task. These findings suggest that black students—black females in particular—may assume that white teachers hold less favorable assessments of them than black teachers and all students may be sensitive to negative evaluations.     

Queering Black Homophobia: Black Theology as a Sexual Discourse of Transformation

Abstract

This article explores black homophobia as a co-constitutive phenomenon which harbors the fear of the loss of a black archetypal identity that can be understood as (hetero)normative. Using a method of queering black homophobia from a hetero non-normative viewpoint, an exploration of the authenticity of a liberation viewpoint that is multivocal, multidimensional, and offering an interpretation that is inclusive of identities that trouble the waters of black hetero-patriarchal hegemony will be in question as it relates to the role of the Hamitic hypothesis and those interpretations that conflate evil, sexual perversion, and human degeneration within blackness.