Does Black English stand between black students and success in math and science?

A teacher for over thirty-five years, Eleanor Wilson Orr discovered that many of her students' difficulties were rooted in language. This is her account of the program she established to help them reach their potential. In the light of the current debate over Ebonics, she has written an introduction for the reissue of this important study.

"This book is not naive about Black English Vernacular and it is untainted by racism. It is a deeply thoughtful discussion of the possibility that subtle nonstandard understandings, or a simple lack of experience with standard understandings, of prepositions, conjunctions, and relative pronouns can impede comprehension of basic concepts in mathematics and science. Eleanor Wilson Orr has filled her book with evidence and so put the reader in a position to judge what conclusions are justified. This very original and possibly very consequential work deserves the close dispassionate study of sociolinguists, psycholinguists, educators, and everyone who cares about the advancement of Black Americans."—Roger Brown, Harvard University

"A major contribution. . . . Developing ways to help black students overcome these barriers and participate fully in the fields of mathematics and science is critical to the future of our country. . . . A fine, sensitive, and insightful pedagogical tool to aid in this effort."—John B. Slaughter, chancellor, University of Maryland

"Invites compelling speculation on how . . . to unleash the scientific potential of disadvantaged black students."—Publishers Weekly

"Orr and her colleagues are on to something that could be of immeasurable significance to this country."—New York Times