Research & Education Integrated

This REU site is designed to increase diversity in the linguistic sciences by investigating the linguistic choices that underrepresented minority students make as they navigate higher education. The project has both scientific and societal benefits, integrating research and education in a collaborative environment.

The study of language and social mobility offers a powerful lens for understanding how underrepresented minority students navigate the academic landscape. By examining the linguistic choices these students make, researchers can uncover the subtle ways in which speech patterns, word selection, and communication styles influence educational trajectories. This line of inquiry sheds light on the intersection of language, identity, and access, revealing how students adapt their voices to meet the expectations of higher education institutions while maintaining connections to their home communities.

A central goal of this project is to broaden participation in the linguistic sciences by creating meaningful research opportunities for undergraduates. Students from historically Black colleges and universities, as well as other minority-serving institutions, are invited to contribute directly to sociolinguistic investigations. Through hands-on experience with data collection, interviews, and analysis, participants develop a deeper understanding of how language functions in real-world social contexts and gain skills that prepare them for graduate study and professional careers.

Mentoring plays an essential role in the summer research experience. Faculty members and graduate students work closely with undergraduate participants, guiding them through the research process from initial question formulation to final presentation. This collaborative model ensures that students receive individualized support while also learning how scholarly communities operate. The relationships built during the program often extend beyond the summer, creating lasting networks that sustain young scholars as they continue their academic and professional journeys.

The project draws on methods from sociolinguistics, sociology, and education to examine how language practices relate to social mobility. Participants gather speech samples, conduct interviews, and document the linguistic repertoires of students navigating college environments. By analyzing these materials, the research team explores how speakers shift between different ways of talking depending on context, audience, and purpose. This kind of code-switching and stylistic variation reveals the strategic linguistic work that accompanies movement through institutional spaces.

Public engagement and knowledge sharing are integral to the broader impacts of this work. Findings from the research are prepared for dissemination in academic venues, but also in formats accessible to educators, families, and community organizations. By creating a public archive of language samples and analysis, the project contributes to a growing body of resources that document the rich linguistic diversity present in American higher education. This archive serves as both a scholarly tool and a testament to the voices of participating students.

The partnership between the University of California and historically Black colleges and universities reflects a commitment to building bridges across institutional contexts. By bringing together students and faculty from different educational backgrounds, the program fosters dialogue about how language, race, and opportunity intersect. These conversations enrich the research itself while also helping to diversify the perspectives that shape the field of linguistics, a discipline that has historically struggled to reflect the full range of American speech communities.

Language is never neutral; it carries the weight of social history and the imprint of personal experience. For minority students in predominantly white institutions, linguistic choices can become sites of negotiation where identity, belonging, and aspiration converge. Some students may feel pressure to adopt standardized academic English, while others resist such pressures as a matter of cultural pride. Understanding these dynamics helps educators and institutions create more inclusive environments that honor linguistic diversity rather than penalize it.

The summer program introduces undergraduates to a full spectrum of research activities, from designing interview protocols to coding data and presenting findings. Participants also engage with digital media tools to communicate their work to broader audiences. This integration of traditional research training with contemporary communication strategies prepares students for the evolving landscape of academic and public scholarship, where the ability to reach multiple audiences is increasingly valued.

By increasing diversity in the linguistic sciences, this project aims to transform the kinds of questions the field asks and the communities it serves. When scholars from underrepresented backgrounds enter the discipline, they bring new perspectives on language, culture, and power. Their contributions enrich the study of how language works in society and help ensure that linguistic research addresses the concerns of a broader cross-section of the population, ultimately making the science of language more relevant and more just.

Advancing African American Linguist(ic)s Symposium

The Second Annual Advancing African American Linguist(ic)s Symposium took place on August 7–8, 2020. This gathering brought together scholars and students to explore language, identity, and social mobility.

Program Scholars

Program scholars were listed for the years 2018, 2019, and 2020. Each cohort contributed to research on language and social mobility, building a growing community of diverse voices in the linguistic sciences.