Exploring Diasporic Dialects for Black Women in College Composition and Communication: A Critical Reflective Narrative Inquiry

Historically, standard English language ideologies have been perpetually ingrained in American educational practices and policies (Smitherman, 2017; Wong & Teuben-Rowe, 1997). These practices are not limited to K-12 studies and maintain a position of dominance in higher education (Álvarez-Mosquera & Marín-Gutiérrez, 2020). Calls for diversity in curriculum and pedagogical practices currently involve increasing demands for linguistic inclusion that reflects the diversity of student populations (CCCC, 2020). This study explores how Black women students across the diaspora who use home and/or native languages, dialects, and accents navigate their identities in academic spaces of higher learning where standard English language ideologies are often the only acceptable language varieties that are valued or encouraged. Data was collected through the use of virtual semi-structured interviews using Seidman’s (2006) method of three 90-minute interviews. A single focus group interview with all three participants was conducted as well. All interviews took place during the summer of 2021. Data was analyzed using a qualitative, narrative-based approach that included emphasis on both small stories (De Fina and Georgakopoulou, 2012) and dominant narratives (Lyotard, 1984). This research suggests the experiences of Black women in college composition and communications include themes like feelings of rejection, inadequacies, pressure to conform, and a lack of linguistic agency.