Addressing Linguistic Inequality in Higher Education

A Proactive Model

Datos Bibliográficos

ID9684656
AutoresWalt Wolfram (0000-0002-5386-7754, autor de correspondencia)
Año2023
Volumen152
Número3
Páginas36-51
Fecha de publicación2023-08-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaDaedalus (JOURNAL)
Identificadores de la revistaISSN: 0011-5266 • E-ISSN: 1548-6192
EditorialMIT Press (PUBLISHER • US)
DOI10.1162/daed_a_02016
OpenAlexW4386262080
IdiomaEN
Citas recibidas10
Referencias citadas5

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

Discipline · Diversity (politics · Equity (law · Higher education · Inclusion (mineral · Inequality · Pedagogy · Political science · Public relations · Social science · Sociology · Student affairs · Law · Multilingual Education and Policy