Anne H. Charity Hudley

Despite all of the information that exists to encourage students to attend and do well in college, this is the first research-based guide that directly advises first- and second-year college students. With a focus on the needs and interests of students who are underrepresented in the academy (African American, Latinx, low-income, and first-generation students), this book will help all students take full advantage of the academic resources that the university setting has to offer. The authors introduce students to different types of research across the disciplines, showing them how to work with professors to build a course of study, how to integrate research work into coursework, and how to write and present research. This timely volume will also assist faculty, staff, and parents in providing the needed tools to promote student success. Visit the book website at undergraduateresearchguide.com.

Despite all of the information that exists to encourage students to attend and do well in college, this is the first research-based guide that directly advises first- and second-year college students. With a focus on the needs and interests of students who are underrepresented in the academy (African American, Latinx, low-income, and first-generation students), this book will help all students take full advantage of the academic resources that the university setting has to offer. The authors introduce students to different types of research across the disciplines, showing them how to work with professors to build a course of study, how to integrate research work into coursework, and how to write and present research. This timely volume will also assist faculty, staff, and parents in providing the needed tools to promote student success. Book Features:Prepares students for the transition from high school to college with a focus on writing, time management, and research skills. Addresses the challenges that face high-achieving, underrepresented students. Empowers students to seek out resources and research opportunities to achieve their full academic potential. Includes models, approaches, student voices, and vignettes from the authors' successful undergraduate research program.

Talking College shows that language is fundamental to Black and African American culture and that linguistic justice is crucial to advancing racial justice, both on college campuses and throughout society. Writing from a linguistics-informed, Black-centered educational framework, the authors draw extensively on Black college students' lived experiences to present key ideas about African American English and Black language practices. The text presents a model of how Black students navigate the linguistic expectations of college. Grounded in real-world examples of Black undergraduates attending colleges and universities across the United States, the model illustrates the linguistic and cultural balancing acts that arise as Black students work to develop their full linguistic selves. Talking College provides Black students with the knowledge they need to make sense of anti-Black linguistic racism and to make decisions about their linguistic experiences in college. It also offers key insights to help college faculty and staff create the liberating and linguistically just educational community that Black students deserve. Book Features:Weaves together information and approaches drawn from the authors' extensive experience working with Black and other students of color in higher education. Provides an up-to-date discussion of Black language practices and their role in Black students' college experiences. Discusses the racial politics of language, including anti-Black linguistic racism and the struggle for linguistic justice as part of racial justice. Offers a detailed model of Black college students' diverse linguistic and racial identities. Outlines concrete steps toward racial and linguistic justice that students and faculty can take today. Accessible to students and faculty without a background in linguistics, while also engaging and informative for linguistics scholars.

Talking College shows that language is fundamental to Black and African American culture and that linguistic justice is crucial to advancing racial justice, both on college campuses and throughout society. Writing from a linguistics-informed, Black-centered educational framework, the authors draw extensively on Black college students' lived experiences to present key ideas about African American English and Black language practices. The text presents a model of how Black students navigate the linguistic expectations of college. Grounded in real-world examples of Black undergraduates attending colleges and universities across the United States, the model illustrates the linguistic and cultural balancing acts that arise as Black students work to develop their full linguistic selves. Talking College provides Black students with the knowledge they need to make sense of anti-Black linguistic racism and to make decisions about their linguistic experiences in college. It also offers key insights to help college faculty and staff create the liberating and linguistically just educational community that Black students deserve. Book Features:Weaves together information and approaches drawn from the authors' extensive experience working with Black and other students of color in higher education. Provides an up-to-date discussion of Black language practices and their role in Black students' college experiences. Discusses the racial politics of language, including anti-Black linguistic racism and the struggle for linguistic justice as part of racial justice. Offers a detailed model of Black college students' diverse linguistic and racial identities. Outlines concrete steps toward racial and linguistic justice that students and faculty can take today. Accessible to students and faculty without a background in linguistics, while also engaging and informative for linguistics scholars.

This book builds on the authors’ highly acclaimed first collaboration, Understanding English Language Variation in US Schools, and examines the need to integrate linguistically informed teaching into the secondary English classroom. It includes specific information about the language varieties students bring with them to school so that educators can better assist students in developing the literacy skills necessary for the Common Core State Standards. This resource features concrete strategies, models, and vignettes, as well as classroom materials developed by English educators for English educators.

This book builds on the authors’ highly acclaimed first collaboration, Understanding English Language Variation in US Schools, and examines the need to integrate linguistically informed teaching into the secondary English classroom. It includes specific information about the language varieties students bring with them to school so that educators can better assist students in developing the literacy skills necessary for the Common Core State Standards. This resource features concrete strategies, models, and vignettes, as well as classroom materials developed by English educators for English educators.

In today's culturally diverse classrooms, students possess and use many culturally, ethnically, and regionally diverse English language varieties that may differ from standardized English. This book helps classroom teachers become attuned to these differences and offers practical strategies to support student achievement while fostering positive language attitudes in classrooms and beyond. The text contrasts standardized varieties of English with Southern, Appalachian, and African American English varieties, focusing on issues that are of everyday concern to those who are assessing the linguistic competence of students.

This practical book will help Black language scholars make informed decisions throughout their academic careers: as a doctoral student, while on the academic job market, when beginning a new faculty position, when transitioning from early-career to mid-career, and when pursuing leadership positions. Lifting As We Climb provides new empirical knowledge to facilitate the recruitment, retention, and advancement of Black language scholars in the United States. The text directly connects language, identity, ideology, and societal and institutional structures to explore the specific ways Black language scholars are positioned in higher education. Narratives of the experiences of Black faculty illustrate how their linguistic development, awareness, and dexterity shape their interconnected personal and professional lives, including specific dynamics of inclusion and exclusion. Readers will come to understand how language shapes the experiences of Black scholars at different stages of their careers and why that is crucial to efforts toward systemic change. Lifting As We Climb is a model of how to support today’s faculty through Black-centered academic professional development. Book Features: Centers the linguistic experiences of Black faculty, filling a critical gap in research on higher education and Black language. Draws on a mixed-methods empirical study that combines analyses of Black language scholars’ lived experiences with analyses of existing professional development literature. Provides actionable insights for recruiting, mentoring, and retaining Black faculty across the academic pipeline. Expands theoretical understandings of language, identity, and power by tracing how linguistic dexterity and linguistic bias shape Black scholars’ careers. Documents how linguistic bias intersects with structural exclusion in higher education, offering pathways toward institutional change.

This practical book will help Black language scholars make informed decisions throughout their academic careers: as a doctoral student, while on the academic job market, when beginning a new faculty position, when transitioning from early-career to mid-career, and when pursuing leadership positions. Lifting As We Climb provides new empirical knowledge to facilitate the recruitment, retention, and advancement of Black language scholars in the United States. The text directly connects language, identity, ideology, and societal and institutional structures to explore the specific ways Black language scholars are positioned in higher education. Narratives of the experiences of Black faculty illustrate how their linguistic development, awareness, and dexterity shape their interconnected personal and professional lives, including specific dynamics of inclusion and exclusion. Readers will come to understand how language shapes the experiences of Black scholars at different stages of their careers and why that is crucial to efforts toward systemic change. Lifting As We Climb is a model of how to support today’s faculty through Black-centered academic professional development. Book Features: Centers the linguistic experiences of Black faculty, filling a critical gap in research on higher education and Black language. Draws on a mixed-methods empirical study that combines analyses of Black language scholars’ lived experiences with analyses of existing professional development literature. Provides actionable insights for recruiting, mentoring, and retaining Black faculty across the academic pipeline. Expands theoretical understandings of language, identity, and power by tracing how linguistic dexterity and linguistic bias shape Black scholars’ careers. Documents how linguistic bias intersects with structural exclusion in higher education, offering pathways toward institutional change.