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(Smitherman, 2000, p. 287) (Case Study 176) Motivation in education is a crucial aspect of success but it is often incongruent with social attitudes and with the actual educational environment one is exposed to. "Poor educational attainment and delinquency are often described as part of an 'oppositional youth culture' (Ogbu 1978)." (Sanders, 2002, p. 237) the oppositional youth culture that Betts experienced in St. Louis clearly demonstrates the extremes of cultural disenfranchisement. "Self-identity may be fluid, but the extent to which ethnic identity is optional varies by race." (Sanders, 2002, p. 237) Additionally the rigid manner in which Betts' mother and grandmother enforce broken English as reflective of his culture, is also evidence to the extreme disjointed nature of cultural diversity and disconnect. (Case Study 165) the reflection of the value of linguistic enforcement and the manner in which Betts must acclimatize his language to a given situation is a part of the oppositional aspects of his character. A certain level of culturally accepted language surrounds identity a proud African-American, and not someone who has, "sold out" his or her culture. Though Betts' main language is English, he Code Switches between that and an African-American dialect, from his mother's and grandmother's generations as well as youth cultural linguistics, heavy with slang.
A it would appear that the distinction between code-switching and loans is of a 'more or less' and not an absolute nature......
If it is an innovation on the speaker's part, it is a code-switching. If it is frequently used in that community -- whether or not in free variation with a native element -- then it is at least on its way to becoming a loan. In short, a loan is a code-switch with a full-time job. (Myers-Scotton, 1993, p. 176)
In short the early educational experiences that Betts expresses could be partly explained by perception, as what a child perceives is his or her reality, and if there were teachers who were more like the one's he perceives as existing in California, helpful and caring Betts may not have noticed them. Though the frequent mention of corporal punishment in an already fear filled environment is an absolute demonstration of failing in the St. Louis system. In California by contrast the culture dictates a kinder gentler perception. (Case Study 174) the value of this perception should be looked at as a manner of recreating systems where motivation is lacking in students, as a reflection of oppositional culture.
References
Harry, B., Klingner, J.K., & Hart, J. (2005). African-American Families under Fire: Ethnographic Views of Family Strengths. Remedial and Special Education, 26(2), 101.
Myers-Scotton, C. (1993). Duelling Languages: Grammatical Structure in Codeswitching. Oxford: Clarendon Press.
Sanders, J.M. (2002). Ethnic Boundaries and Identity in Plural Societies. 327.
Smitherman, G. (2000). Talkin That Talk: Language, Culture, and Education in African America. New York: Routledge.
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