Abstract
In our highly verbal society, the ability to communicate orally is fundamental to economic, social, and academic achievement. Only recently has American education, aided by government and foundation support, sought to identify and cope with the communication problems of economically disadvantaged black students. The findings of four recent commissions--the Haryou studies in New York, the McCone panel in Los Angeles, the national Coleman commission, and the National Advisory Commission on Civil Disorders--all have contained the observation that intensive concentration on verbal skills is needed in black urban schools; because as the latter Commission's report put it, the lack of such skills "affects detrimentally every other aspect of the later school program."
Journal Title
Iowa Journal of Speech
Volume
2
Issue
1
First Page
12
Last Page
14
Language
en
File Format
application/pdf
Recommended Citation
McGlone, Edward L. and Anderson, Loren J.
(1971)
"White Teachers and Black Students: A Problem for the Speech Discipline,"
Iowa Journal of Communication: Vol. 2:
No.
1, Article 4.
Available at:
https://scholarworks.uni.edu/ijc/vol2/iss1/4
Copyright
©1971 Iowa Journal of Speech
