NotesFAQContact Us
Search Tips
ERIC Number: ED381821
Record Type: Non-Journal
Publication Date: 1995-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
Public Address, Cultural Diversity, and Tolerance: Teaching Cultural Diversity in Speech Classes.
Byrd, Marquita L.
While speech instructors work to design appropriate diversity goals in the public speaking class, few have the training for such a task. A review of course objectives and assignments for the basic course may be helpful. Suggestions for instructors working to incorporate diversity in the basic course include: (1) recognize the dominance of the Eurocentric perspective in teaching communication skills; (2) become aware of the problems facing students of color and students from foreign countries; (3) work toward a communication theory that is generalizable to the entire English language community; and (4) try to utilize the various cultural experiences of the students in the class. A few specific goals for fostering sensitivity to cultural diversity center on three areas, the cognitive, affective and behavioral. Instructors must strive to reduce language imperialism--the assumption that one language or variety of a language is better than another. They must also work to render objective and fair assessments of student work regardless of their race or ethnicity. Assignments for the basic course ask students to build their speech topics around a number of areas: race, ethnicity, gender, sexual orientation, religion, age, class, and disability. Students could be asked to explore their own ethnicity and culture. The Tolerance for Human Diversity Inventory (THDI), tested and found to be reliable and easy to administer, can be used as a pre- or posttest to determine the amount of change in tolerance after the course is completed. (Contains a figure with the inventory questions and 26 references.) (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A