Minority Students in CEDA Debate: Involvement, Success, and Barriers.

Autor/in	Logue, Brenda J.
Titel	Minority Students in CEDA Debate: Involvement, Success, and Barriers.
Quelle	(1987), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Blacks; Communication Research; Competition; Debate; Higher Education; Minority Groups; Student Attitudes; Student Organizations; Student Participation; Student Recruitment; Teacher Responsibility + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Kommunikationsforschung; Wettkampf; Debating; Streitgespräch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Schülerverhalten; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrverpflichtung
Abstract	A study examined the amount of minority student participation in college debate teams and the Cross Examination Debate Association (CEDA) tournaments and minority success rates. Ten forensic tournaments from around the United States were selected and observed, and minorities were identified from tournament populations. Final result sheets and awards announcements were used to determine success rates of those minorities observed. Results showed that minorities made up 11.1% of the tournament population, with blacks comprising 6.5% of the minorities. As minorities make up 17% of higher education enrollment, there is a significant disparity in participation. However, success rates for minority participants were fairly good, with 13.9% receiving speakers' awards. There is still a noticeable lack of minorities participating in debate activities, though, and surveys of black students have suggested that such on-campus activities cater to white students, and that black students are rarely informed of such activities. To correct this problem, debate coaches must actively recruit minority participants, and make the activity accessible to minorities. Once minorities begin to appear on teams, others may be encouraged to join, and the minority voice can then be trained, supported, and heard. (Two tables of data and three pages of references are included.) (JC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC