Perceived Linguistic Discrimination, Standard English Ideologies, and Academic Self-Efficacy among Black Native and Non-Native College Students

• In Event: AERA Research in Progress Roundtable Session Four
  In Invited Roundtable: Research-in-Progress RT058 (Saturday)

Abstract

This study examines how linguistic discrimination and Standard English ideologies influence academic self-efficacy among Black native and non-native college students. Grounded in raciolinguistic and intersectionality theory, it explores how overlapping identities, such as race, gender, nationality, and linguistic background, shape experiences of language bias and belonging in higher education. Using a quantitative survey design, the study analyzes how demographic and linguistic factors predict perceptions of discrimination and academic confidence, highlighting the need to reframe Standard English as a racialized construct in education that privileges certain speech patterns while devaluing others.

Author

• Scheleck Rebecca Laraque, Howard University