Addressing Linguistic Inequality in Higher Education: A Proactive Model

Abstract Although most institutions of higher education in the United States have now developed diversity, equity, and inclusion centers, programs, and initiatives, language equality tends to be excluded from the typical “canon of diversity.” Language remains an overlooked or dismissed issue in higher education while it insidiously serves as an active agent for promoting inequality in campus life. Based on two empirical studies, one of students from Southern Appalachia attending a large urban university in the South, and one of tenured faculty at the same university, I establish the need for the awareness of language inequality in higher education. I then describe a proactive “campus-infusion” program that includes activities and resources for student affairs, academic affairs, human resources, faculty affairs, and offices of institutional equity and diversity. As an interdisciplinary team from different administrative and disciplinary programs within the university, we used a variety of venues, resources, and techniques to educate the faculty, students, and staff about the significance of language inequality on campus that has had an ongoing effect on higher education.