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SUMMARY:Talking College: A Community Based Language and Racial Identity De
 velopment Model for Black College Student Justice - Prof. Anne Charity Hud
 ley (Stanford University)
DTSTART:20220217T163000Z
DTEND:20220217T180000Z
UID:TALK167035@talks.cam.ac.uk
CONTACT:Javier Moreno
DESCRIPTION:Registration link: https://cam-ac-uk.zoom.us/meeting/register/
 tJIodumurzMiHt0GFH_favvQFlpd7fSOdp3a\n\nCritical knowledge about language 
 and culture is an integral part of the quest for educational equity and em
 powerment\, not only in PreK-12 but also in higher education. As Black stu
 dents transition from high school to college\, they seek to add their voic
 es and perspectives to academic discourse and to the scholarly community i
 n a way that is both advantageous and authentic.\n\nThe Talking College Pr
 oject is a Black student and Black studies centered way to learn more abou
 t the particular linguistic choices of Black students while empowering the
 m to be proud of their cultural and linguistic heritage. Black students to
 ok introductory educational linguistics courses that examined the role of 
 language in the Black college experience and collected information from co
 llege students through both interviews and ethnography. We valued the pers
 pectives of undergraduates from a range of disciplinary backgrounds as res
 earchers\, and we had a special focus on how our findings can immediately 
 improve their own educational and linguistic experiences.\n\nOne key quest
 ion of The Talking College Project was: how does the acquisition of differ
 ent varieties of Black language and culture overlap with identity developm
 ent\, particularly intersectional racial identity development? To answer t
 his question\, we used a community-based participatory research methodolog
 y to conduct over 100 interviews with Black students at numerous Minority-
 Serving Institutions\, Historically Black Colleges\, and Predominantly Whi
 te Universities across the U.S. We also conducted ethnographic research on
  over 10 college campuses. Based on information collected from the intervi
 ews and our ethnographies\, it is evident that Black students often face l
 inguistic bias and may need additional support and guidance as they naviga
 te the linguistic terrain of higher education. In this presentation\, I pr
 esent themes and examples from the interviews that illustrate the linguist
 ic pathways that students choose\, largely without direct sociolinguistic 
 support that could help guide their decisions.\n\nTo address the greater n
 eed to share information about Black language with students\, I highlight 
 our findings from interviews with Black students who have taken courses in
  educational linguistics to demonstrate the impact of education about Blac
 k language and culture on Black students’ academic opportunities and soc
 ial lives. We have a focus on how this information particularly influenced
  those who went on to be educators. These findings serve to help us create
  an equity-based model of assessment for what educational linguistic infor
 mation Black students need in order to be successful in higher education a
 nd how faculty can help to establish opportunities for students to access 
 content about language\, culture\, and education within the college curric
 ulum. I address the work we need to do as educators and linguists to provi
 de more Black college students with information that both empowers them ra
 ciolinguistically AND respects their developing identity choices.
LOCATION:Online
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