The Rhetorical Challenge of Whiteness within Blackboard for African American Bidialectal Students at Elizabeth City State University

Abstract

This research will attempt to discover if there is a rhetorical challenge due to whiteness within Elizabeth City State University's (ECSU) Blackboard (Bb) online education system when it is utilized by African American (AA) students whose dominant dialect is African American Vernacular English (AAVE). This study will gather data through the implementation of a survey and follow-up interviews. The analysis of the two sets of data will attempt to identify if this segment of the AA student body is hesitant to take online courses via Bb, if they have a stronger inclination for the need for call-response, tonal semantics, and non-verbal cues in their communication experiences when compared to the other participants, and if their need for these communication elements has an impact on their approach to online classes at ECSU.