| When teacher perceptions of African American Vernacular English (AAVE) speakers and their language pattern are negative, the perceptions can serve as an indirect cause of the academic achievement gap that exists between African American and Caucasian students. To understand the formation of nine teacher perceptions toward AAVE speakers a phenomenological research design was used to survey teachers' personal backgrounds, language patterns, educational experiences, family relations, teaching history, and involvement with diverse individuals, with the primary focus on credential programs. The data suggested that the variances that exist between teacher perceptions are caused by the impact of each surveyed trait although each participant's perception may have been impacted to a greater or lesser degree. The data also suggested that credential programs may alter teacher perceptions but not always. The study's results imply that more teacher training courses on teaching culturally and linguistically diverse students are necessary to positively impact teacher perceptions. |
