Tackling accent bias in Higher Education could improve students’ success, sense of belonging, and wellbeing

• Dr Gisela Tomé Lourido (@gisetomelourido.bsky.social) is Associate Professor in Sociophonetics at the University of Leeds.
• Professor Julia Snell (@snelljulia.bsky.social) is Professor of Sociolinguistics at the University of Leeds.

Accent Bias in Higher Education

UK Higher Education Institutions (HEIs) have a diverse population, encompassing students and staff from numerous linguistic backgrounds. Yet this linguistic diversity is often overlooked in university strategies, discourse, and practices, and students report experiencing accent-based stigmatisation. Worryingly, 30% of university students report having their accent mocked at university and 33% are concerned about their accent affecting their future success.

Accent bias can have profound negative consequences throughout an individual’s life, affecting their school experience, job opportunities, work performance evaluations, and access to housing. These biases arise because accents trigger stereotypes about the social class, ethnicity, region, nationality, gender (and more) of the speakers. Such stereotypes can lead us to perceive certain speakers as more or less intelligent, competent, or fluent.

In line with the Government’s mission to “Break Down Barriers to Opportunity”, addressing the negative consequences of accent bias in Higher Education (HE) is essential to ensure equal opportunities for young people to thrive at university and “follow the pathway that is right for them”.

But what is the hidden impact of accent bias across UK HE? How does it influence students’ academic life, belonging and wellbeing?

The Hidden Impact

In our current research (Tomé Lourido & Snell, under review), we conducted an accent bias survey with over 600 students at a Russell Group University in the North of England. It showed that a significant number of students experience accent-based disadvantages that have a lasting negative impact on their academic life. Negative experiences were most frequently reported by students from the North of England, especially from working-class backgrounds, and students who did not grow up speaking English, especially from minoritised ethnic backgrounds. These include:

• Being marked as different or inferior through negative evaluation, miscategorisation and frequent microaggressions, such as having their accent mimicked, mocked and commented on.
• Facing barriers to academic engagement and success. Students from these groups report feeling that their contributions in academic settings are not valued because of their accent, which makes them reluctant to participate in class. Some feel pressured to change their accent, adding an additional cognitive burden to in-class participation. These students are disadvantaged because they miss opportunities to develop and refine their thinking through dialogue with others.
• Impacts on wellbeing and career aspirations: Due to negative past experiences, some students internalise negative perceptions of their accent, affecting their confidence and wellbeing, and making them reluctant to take up new opportunities or follow certain career paths. This can have a knock-on effect on their mental health.   

The accent-based disadvantages reported by students are not simply representative of wider societal prejudices; for many, the university context was unique in highlighting and amplifying these prejudices. Students also recognised that accent bias intersects with other forms of discrimination – class, race, ethnicity, gender, sexuality and disability – in complex ways.  Thus, we argue that HEIs should turn an analytic lens on themselves and take action to tackle accent bias and related inequities.

From Awareness to Action: A Collaborative Approach

There is work to be done for all of us in HEIs to embrace a true multilingual and multicultural ethos and challenge the idea that there is an idealised type of university student. We must “de-normalise” the microaggressions against students with accents perceived as “regional” or “foreign” and ensure that students from all backgrounds are able to participate in the classroom without feeling out of place. We propose four areas of interdisciplinary and collaborative work across the organisation:

1. Raise awareness of accent bias and its negative consequences in collaboration with students and student unions. Create a communications campaign, provide targeted student and staff training, engage with career offices and employers.
2. Tackle accent-based inequities by adopting a good practice statement about linguistic diversity and incorporating action into Equity, Diversity and Inclusion (EDI) policy and practice. Include content on linguistic diversity and discrimination in relevant university policies (e.g. mutual respect), strategies, student communications, and training (e.g. induction).
3. Create a safe report and support route within existing systems for linguistic discrimination, bullying and harassment. Train staff supporting students, including personal tutors, on accent bias and its impact on academic life.
4. Evaluate the effect of accent bias on students’ success, belonging and wellbeing. Track linguistic diversity. Assess the success of initiatives. 

In addition to our own work, recent projects highlight the need for HEIs worldwide to address linguistic discrimination and its role in perpetuating existing inequalities. Initiatives led by Walt Wolfram (NC State University, US), John Hellerman and collaborators (Portland State University, US), and Christian Ilbury and Grace Mai Clark (University of Edinburgh, UK) have implemented cross-campus programs within their institutions. However, to effect sector-wide change, many more HEIs need to get involved.

A Call for HEI Senior Leaders to Lead the Change

Accent bias remains a largely unaddressed issue in large organisations. HEIs can play a pivotal role in leading a much-awaited societal change.

Addressing accent bias in Higher Education is about breaking down barriers to opportunity and creating an environment in which all students, regardless of their background, can succeed in their studies, secure jobs, and contribute positively to society. By doing so, HEIs will support the employability of their students, a key metric for prospective students when selecting a university, and contribute to economic growth and social mobility.

We encourage senior leaders to take proactive steps to tackle the negative consequences of accent bias and foster a more inclusive and equitable Higher Education system where students from all linguistic backgrounds can thrive.