This project explores the sociolinguistic experiences of black American students in predominantly/historically white higher education settings. Through interviews with 30 black undergraduates at two different types of institutions, we show how language is a salient factor in racialization and racism on American college campuses. Both sets of students discussed stereotype threat (being at risk of negative stereotyping based on their language), as well as bifurcated sociolinguistic identities (an outcome of managing their linguistic resources to avoid negative stereotyping). We also find that the nuances of students’ racialized experiences with language differ depending on other elements of campus climate: at the small private college, more students described tensions between black students, and stringent expectations for hyper-‘academic’ language. Student accounts reveal the sociolinguistic labor they perform in navigating campus environments rife with linguistic racism, showing that campus climate includes linguistic climate, undergirded by raciolinguistic ideologies.

中文翻译：

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校园内的社会语言劳动、语言气候和种族（主义）：黑人大学生在以白人为主的机构中的语言体验

该项目探讨了美国黑人学生在以白人为主的/历史悠久的高等教育环境中的社会语言学经历。通过对两种不同类型机构的 30 名黑人本科生的采访，我们展示了语言如何成为美国大学校园种族化和种族主义的一个显着因素。两组学生都讨论了刻板印象威胁（根据他们的语言面临负面刻板印象的风险），以及分化的社会语言身份（管理他们的语言资源以避免负面刻板印象的结果）。我们还发现，学生种族化语言体验的细微差别取决于校园气候的其他因素：在小型私立大学，更多学生描述了黑人学生之间的紧张关系，以及对超“学术”语言的严格期望。他们在充满语言种族主义的校园环境中进行的社会语言学工作表明，校园气候包括以种族语言意识形态为基础的语言气候。