Department or Program



Linguistic injustice, defined as the coercive and unjust pressure for language shifts and linguistic assimilation following colonialist standards, has been cited as a significant issue in academia. Considering the discriminatory history of the United States’ education system and in light of the significant relationship between language and identity, this thesis explores how linguistic injustice in higher education supports the reproduction of oppressive systems, such as capitalism, White supremacy, and Western Imperialism. Using ethnographic materials collected via interviews with current multilingual international students, international student alumni, and current faculty members, my work at the Writing and Language Center, and my experiences as a multilingual international student, this thesis outlines how linguistic injustice manifests at Bates College. Analysis of students’ experiences with linguistic injustice highlights how the discriminatory linguistic practices and dominant writing pedagogy at Bates College contribute to the marginalization of minority identities in academia and force students to give up parts of their identities in the process. This thesis additionally offers some recommendations for possible changes to the current pedagogy and proposes new practices to counteract this linguistic injustice.

Level of Access

Open Access

First Advisor

Rubin, Josh

Date of Graduation


Degree Name

Bachelor of Arts

Number of Pages


Components of Thesis

1 pdf file

Open Access

Available to all.