The term as you wish to use it is useless.
And there is a lot of useless crap in academia.
The term as I wish to use it has utility.
The term as you think I wish to use it may well be useless.
White Privilege refers a collection of social, economic, political etc advantages that come from being White in the USA (and other countries too, but one at a time I think). I've given actual examples of it.
Then on what are you basing your claims regarding AAVE?
I haven't made any claims. I raised it as an example of how differences in cultures might influence test results. As I know less about SATs than I do about AAVE I haven't actually made any claims that these two are specifically linked. I remember hearing someone mention a theory along those lines some years ago, and I raised it as an example as it sounded like it might illuminate the concept.
I myself haven't seen anything to indicate AAVE would inhibit academic performance
Well I hadn't done so before. The first google hit for me for 'aave academic perfomance' is
The Effects of Culturally Congruent Educational Technologies on Student Achievement - by
Finkelstein et al
quote:
Dialectal differences are one explanation for the systematical-
ly reduced test scores of children of color compared to their Euro-
American peers. In this work, we explore the relationship between aca-
demic performance and dialect differences exhibited in a learning envi-
ronment by assessing 3 rd grade students’ science performance after in-
teracting with a distant peer technology that employed one of three
dialect use patterns. We found that our participants, all native speakers
of African American Vernacular English (AAVE), demonstrated the
strongest science performance when the technology used AAVE fea-
tures consistently throughout the interaction. These results call for a re-
examination of the cultural assumptions underlying the design of educa-
tional technologies, with a specific emphasis on the way in which we
present information to culturally-underrepresented groups.
Familiarity with school English in African American children and its relation to early reading achievement. by
Anne Harper Charity Hudley et al
Now you've seen something, even if you decide to dismiss as incorrect.
It's entirely related, because if no one speaks the Standard from birth, then pointing out the prevalence of a non-standard variety amongst one group can't prove a 'disadvantage' for that group or some 'privilege' for others.
In language there is no Standard. There are just prevalences. The standards in education are presumably set through government policy with consultation with parents. I would have thought as an educator you'd have a better idea than me how the US system determines Standard English for testing purposes.
I have no idea what knowing a language from birth has to do with anything. If you are born black, the chances of you learning AAVE as a primary language are greater than if you aren't. That's not controversial is it? That by being in a majority, you get to be part of the group that sets the standard. If, in doing so, bias seeps in - it is probably to the benefit of your group. Either conscious bias (overt and covert racism), or selection bias or some other systematic bias.
Edited by Modulous, : No reason given.
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