African Americans students, who use African American Vernacular English (AAVE) in the academic setting, receive negative misconceptions by English educators. Negative teacher attitudes might cause African American students to lack commitment to learning. The purpose of this quantitative correlational study was to examine whether English teachers of varying ages, ethnicities, genders, education levels, and years of teaching, exhibit varying attitudes toward AAVE speaking students. Data were collected electronically from 110 English teachers using the African American English Teachers Attitude Scale (AAETAS). The results of the analysis of Variance indicated a difference exists regarding the attitudes of English teachers in 33 of the 46 indicators listed by the survey per respondents' age at the p<.05 level of significance. Based on data presented in Table 8, there was not a significant difference between community college teacher's ethnicities and their attitude toward AAVE speaking students in 20 of the questions presented. This variable was important because the demographics of those surveyed were represented by 95.7% of the sample population identified as White/Caucasian. It is apparent from these data that 20 of the 46 responses showed no significant differences in respondents' views based on gender. Data analysis for this study consisted of a one-way ANOVA with Fisher's positively least significance difference test (n = 94 and p 05 level of significance as opposed to the p<.0031 level of significance as used by Green and Salkind for their study.
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