The short-range purposes of this study were (1) to determine parental attitudes about the appropriateness of two varieties of Black English for their children in three contexts (classroom, neighborhood, and home) and in four language arts areas (listening, speaking, reading, and writing), and (2) to show how parents' attitudes are related to their demographic, socioeconomic, political, and linguistic characteristics. Eighty parents of first- and sixth-grade children, randomly selected in two cities, provided data through interviews and a questionnaire. Eighteen independent variables were operationalized, with eight of the variables showing a significant relationship to parents' attitudes on the chi-square test of significance. Findings showed that parents have rules for the use of several varieties of Black English; accept Africanized English in listening and speaking, but not in reading and writing; accept Africanized English in the home and some community contexts, but not in schools; and accept Africanized English in informal settings, but seldom in formal ones. (A bibliography, nine appendixes, and twenty-two tables are included.) (Author/JM)