John Baugh, PhD
Margaret Bush Wilson Professor in Arts & Sciences
Dr. Baugh’s academic and professional interests in public health have been diverse, and frequently indirect. He is most interested in doctor-patient communication in circumstances where the linguistic and cultural backgrounds between medical health providers and their patients are dissimilar. He has produced a series of articles, and been associated with research projects that may be relevant:
- Pioneer of Fair Housing, United States Department of Housing and Urban Development, in support of advancing Civil Rights nationally (2004).
- Principal Investigator, National Science Foundation: Linguistic Diversity, Literacy and Related Consequences for Human Health and Environmental Change, Award No. 9196039 (1991-1993).
- Director, Stanford Teacher Education Program (1994-96).
- Member, African American Advisory Board, Alzheimer’s Disease Research Center, Washington University School of Medicine (2006-Present).
- Member, Advisory Committee, Carnegie Center for the Study of Adolescence, Stanford University (1996-Present).
- Member, National Advisory Committee for the Human Capital Initiative, Linguistics Program, National Science Foundation (1995).
- Member, National Advisory Committee for Social, Behavior, and Economic Sciences, National Science Foundation (1992-95).
- With H. Samy Alim. Talkin Black Talk: Language, Education, and Social Change. New York: Teachers College Press (2006).
- With Gregory Guy, Crawford Feagin, and Deborah Schriffrin. A Social Science of Language, Vol. 2, Social Interaction and Discourse Structures. Philadelphia: John Benjamins (1997).
- “The Ebonics Elephant in the Room: Antiracism and Linguistic Stereotypes.” In Mica Pollock (ed.), Everyday Antiracism: 50 Ways to Successfully Navigate the Relevance of Race in School. New York: The New Press (Spring 2008).
- “Teaching English among Linguistically Diverse Students.” In Janina Brutt-Griffler and Catherine E. Davies (eds.), English and Ethnicity. New York: Palgrave Macmillan (2006).
- “Attitudes towards Variation and Ear-Witness Testimony: Linguistic Profiling and Voice Discrimination in the Quest for Fair Housing and Fair Lending.” In Robert Bayley and Ceil Lucas (eds.), Sociolinguistic Variation: Theory, Methods, and Applications. Cambridge: Cambridge University Press (2007).
- “It Ain’t About Race: Some Lingering (Linguistic) Consequences of the African Slave Trade and Their Relevance to Your Personal Historical Hardship Index.” Du Bois Review, Vol. 3, No. 1 (2006): 145-159.
- “Linguistic Profiling.” In Sinfree Makoni, Geneva Smitherman, Arnetha F. Ball and Arthur K. Spears (eds.), Black Linguistics: Language Society and Politics in Africa and the Americas. London: Routledge Press (2003).
- “African American Language and Literacy.” In M. Schleppegrell and M.C. Colombi (eds.), Developing Advanced Literacy in First and Second Languages: Meaning with Power. Mahwah, NJ: Lawrence Earlbaum (2002): 177-188.
- “Applying linguistic knowledge of African American English to help students learn and teachers teach.” In Sonja Lanehart (ed), Sociocultural and Historical Contexts of African American English. Philadephia: John Benjamins (2001): 319-330.
- “Linguistic Discrimination in Educational Contexts.” In Ruth Wodak and David Corson (eds.), Language Policy and Political Issues in Education, Encyclopedia of Language and Education, Vol. 1, Chapter 8. The Netherlands: Kluwer Academic Publishers Group (1998).
- Consulting done for the United States Department of Housing and Urban Development.
What opportunities do you see for interdisciplinary collaboration on public health initiatives in the future?
“I think there may be several opportunities for faculty and students affiliated with African and African American studies to collaborate on projects. These projects have the potential to reduce health disparities among low-income populations, either in St. Louis or elsewhere throughout the African Diaspora. Some African and African-American Studies faculty affiliates are members of the Washington University medical school faculty, and as such we are receptive to research and clinical projects that may be mutually beneficial.”