Abstract
Chapter 5 presents an analysis of the Structural Inquiry of Stigmatized Englishes (SISE) approach data centered on students’ race and gender, specifically, how their identity factors correlate with their likeliness to experience and acknowledge a shift in their language attitudes. The data show that, while the approach is overwhelmingly successful with female students and students of color, a significant percentage of White male students emerge as a group that shows resistance to the approach. Several case studies are analyzed to illustrate this trend, and the chapter concludes by proposing strategies for attempting to reach those in this group—and others who may be resistant to experiencing and acknowledging attitudinal shifts—both within and outside the classroom.
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Notes
- 1.
For further details regarding the students’ demographics and personal backgrounds, see Chap. 4.
- 2.
Note, also, that students’ responses have not been edited in any way, such as to correct spelling, grammatical, or punctuation errors, and thus are reproduced here exactly as originally written by the students. I have also purposely avoided the use of [sic] within any of the responses in order to avoid inadvertently casting a negative light on any of the students. In most cases, students’ prescriptive errors do not inhibit their meaning, but when clarifications are needed, they are provided in brackets.
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Hercula, S.E. (2020). Race, Gender, and the SISE Approach. In: Fostering Linguistic Equality. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-41690-4_5
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