Challenger Research Journal

Linguistic discrimination in higher education disproportionately affects Black students who speak African American Vernacular English (AAVE) and Black Language (BL). Standard Language Ideology (SLI) reinforces the belief that Standard English (SE) is the only legitimate academic language, embedding racial biases in grading and assessment. Traditional grading systems penalize students for linguistic diversity, positioning AAVE as "improper" and "unacademic" rather than recognizing it as a legitimate linguistic system (Baker-Bell, 2019; Horton, 2000). Scholars (Inoue, 2015; Baker-Bell, 2019) advocate for anti-racist assessment models. 

Using surveys of UC San Diego writing instructional staff and undergraduate students who are enrolled in or have completed at least one undergraduate writing course, this project investigates the types of assessment models used and students’ perceptions of their impact on academic success. Understanding how grading practices influence student success is critical in addressing systemic linguistic racism in higher education. By reshaping assessment practices, universities can foster learning environments that recognize linguistic diversity as an asset rather than a deficit, ultimately contributing to more equitable and inclusive academic spaces.