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ERIC Number: ED117204
Record Type: RIE
Publication Date: 1973
Pages: 27
Abstractor: N/A
Reference Count: 0
Selected Patterns of Interference in Verbal and Non-Verbal Communication Between Black and White Middle Class Cultures. Reference Pamphlets on Intercultural Communication, No.2. Human Relations in Cultural Context, Series C: Teacher Training Materials.
Condon, E. C., Ed.; Freundlich, Joyce
Verbal and nonverbal patterns of communication found in the black community are discussed in this paper. They have been selected on the basis of their potential as interference factors in intergroup communication. A section on black language describes and explains the following categories: rapping, running it down, jiving, shucking, copping a plea, sounding, playing the dozens, signifying, and marking. Besides these specific verbal styles, there are other verbal comminication patterns prevalent in black culture such as inversion and loudtalking which are included. Major kinesic patterns (body language) found in black culture are described, along with their significance in an instructional situation. These include eye movements (eye-aversion, eye-rolling, and other uses of eye-movement), hand movement, and walking (the limp stance, pimp strut or pimp walk, black walk, and rapping). In order to achieve an effective level of communication with blacks, the white middle-class teacher is recommended to stop believing that, and acting as if, all black students are inferior or culturally deprived; and to stop believing that, and acting as if, black students must be made over into the superior image of the white middle class. (Author/AM)
Rutgers University-G.S.E.,IRES Institute, 10 Seminary place, Place, New Brunswick, New Jersey 08903 ($2.00, paper)
Publication Type: Guides - General
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: New Jersey State Dept. of Education, Trenton. Office of Adult Basic Education.; Office of Education (DHEW), Washington, DC.
Authoring Institution: Rutgers, The State Univ., New Brunswick, NJ. Graduate School of Education.
Note: this document is available only in microfiche due to the reproduction restriction of the publisher