Mary Bucholtz (PI) & Anne Charity Hudley (co-PI)

University of California, Santa Barbara

The project establishes a partnership between UCSB and HBCU faculty to establish a pathway for HBCU students to enroll in UCSB’s graduate program in linguistics. The long-term goal of the project is to establish a sustainable model for cross-campus collaborations that broaden participation in linguistics and related fields. Six undergraduate scholars will be recruited each year for three years from three HBCUs with which the co-PI, Dr. Anne Charity Hudley, has longstanding professional and collaborative ties: Norfolk State University (NSU), Virginia State University (VSU), and Virginia Union University (VUU). The lead HBCU faculty collaborators—Rhonda Fitzgerald (NSU), Daniel Roberts (VSU), and Carleitta Paige-Anderson (VUU)—are leaders on their campuses in fostering undergraduate research. Since linguistics is not offered as a major at the HBCUs, a central goal of the project is to raise students’ awareness of and interest in linguistics as a direction for graduate study.

Two UCSB graduate students will serve as lead mentors for the project; additional summer mentoring support will be provided by the PI and co-PI in sociocultural linguistics and educational linguistics, UCSB faculty Dr. Matt Gordon and Dr. Argyo Katsika in instrumental phonetics, and five other graduate students, as well as UCSB Graduate Division staff. The project involves four components:  (1) intensive research experience; (2) preparatory coursework in linguistics; (3) professional development and resources; and (4) mentoring and social support. Although all four components will be included during all three years, the project will be structured somewhat differently in Year 2, in order to take advantage of the fact that the University of California, Davis will host the Linguistic Society of America’s biennial summer Institute in Summer 2019, from June 24 to July 19. The LSA Institute offers graduate and undergraduate students state-of-the-art courses taught by experts in the field and provides invaluable networking and professional development opportunities.

The research component is modeled on the National Science Foundation Research Experience for Undergraduates model, which both the PI and co-PI have successfully used in previous NSF-funded research. In the winter quarter prior to the summer program each year, the undergraduate scholars will take a special small, seminar-style online introductory linguistics course taught through UCSB’s Linguistics Department to the HBCU students and six specially selected UCSB undergraduates from underrepresented groups. This course will provide the scholars with a shared foundation in linguistics and help them to develop their research interests as they move forward with their research. In the spring quarter, scholars will be assigned to one of two research groups depending on their general research interests and will participate in monthly planning meetings via Skype to develop a collaborative research topic. Each intern will carry out research activities for 15 hours per week during the summer program. These activities include weekly lab meetings with the faculty advisor for each group, twice-weekly meetings with a graduate student mentor, and individual research and analysis, to be presented to and discussed with team members at the lab meetings. Research will be carried out during weekly team fieldwork trips to the Los Angeles area (or in Year 2, the San Francisco Bay Area).

Eligible students will typically be in their second or third year of undergraduate study; the application will consist of a one-page statement of purpose, a one-page personal achievements statement, an undergraduate transcript, a CV or résumé, and two faculty letters of recommendation. The PI and co-PI will conduct informal Skype interviews with shortlisted applicants. For more information, contact Professor Anne Charity Hudley at and see:

I sat down with The Ling Space in January at the Linguistic Society of America Conference to talk language, culture, and educational policy. Thanks to The Ling Space for such a great interview!


Published on Feb 18, 2017

We’re really excited to have gotten to interview Anne Charity Hudley at the Linguistic Society of America meeting in January! Dr. Charity Hudley is an associate professor at the College of William and Mary, and the inaugural William and Mary Professor of Community Studies. She’s co-authored two books on English language variation in classroom settings, and also wrote the section on language and racialization in the Oxford Handbook of Language and Society. She’s a great sociolinguistic researcher who’s doing a lot of work on dialectal variation, linguistic justice, and more. You can find out more about her and her work at

In our interview, we discussed the following topics:
– the importance of attending to language variation in the classroom
– what teachers and students have to learn from linguists, and vice versa
– the role language and linguistics has played in racialization, and how to get away from that
– how to work to convince people of the importance of interacting with language variation and linguistic justice
– why we should do more to get younger people involved in linguistics and research

… and more! Thanks again to Dr. Charity Hudley for speaking with us.

Our previous interviews:
Lisa Pearl:
Daniel Dennett:
Steven Pinker:

A couple of videos related to this interview:
Linguistic Pride and Prejudice: Sociolinguistics, Languages, and Dialects –
Word Crimes and Misdemeanors: Linguistic Descriptivism vs. Prescriptivism –

Find us on all the social media worlds:

And at our website, !
You can also find our store at the website,

We also have forums to discuss this interview, and linguistics more generally.

I’m happy to announce that I have accepted an offer to be the North Hall Endowed Chair in the Linguistics of African America and Director of Undergraduate Research at UC Santa Barbara effective July 1st, 2017. I will be responsible for coordinating and overseeing undergraduate research programs for over 20,000 undergraduates at the first Minority-Serving Institution that is also a member of the Association of American Universities. I will also be working in particular to enrich the experiences of UCSB’s over 900 African-American students. I’ll be accepting graduate students with interests in African-American language, culture, and justice to UCSB Linguistics and UCSB Department of Black Studies. Virginia and William & Mary will always be a place that we consider home. California here we come. I’m ready to learn. #GoGauchxs

He aceptado una oferta de la UC Santa Barbara para ser la Cátedra North Hall de la lingüística de la América Africana y Directora de investigación de pregrado, comenzando el 1 de julio de 2017. El estado de la Virginia, tanto como la universidad de William & Mary, siempre será el lugar que consideramos nuestro hogar. California allá voy! #GoGauchxs

Call for Vignettes: We’re soliciting vignettes (100 to 500 word written answers) to questions as listed for each chapter of Highest Honors: A Guide to Undergraduate Research. If your vignette is selected for publication in the book, you will receive $100.00 and will be required to sign a release form from Teachers College Press. Your vignette may be edited. You will be able to review the vignette and the chapter that it appears in several times before it goes to press.

Vignettes are due by June 1st 2016.

 Send questions and completed vignettes to

Chapter 1: Why This Book is Important

What does it mean to you to transition from being a student to being a scholar/undergraduate researcher?

What do you wish you’d known about college academics, especially undergraduate research, in your first year or two of college or when you were still in high school?

How did your definition of research change throughout your first year? For example, When did you understand what research was?

How is high school research different from research you do in college?

What questions should first-year students ask their professors at the beginning of the semester? What did you wish you had asked at that time?

What successes and challenges did you have your first year of college?

Chapter 2: Get Started with Undergraduate Research: What, Why, and How

 What do you see as the benefits of doing undergraduate research, both long-term and short-term?

How has research helped you become the person that you are?

How has research helped you to reach across traditional disciplinary boundaries?

How did you get started with research?

How did you find a research mentor?

What skills/tools did you need to be successful at your research?

How has your undergrad research advisor helped you? In your research? In your personal life?

Describe the single best thing about conducting research as an undergraduate student.

Did conducting research change your academic or career path? How so?

Chapter 3: How to Fit in Research with Everything Else: Time and Energy in College

How is your daily schedule different in college than it was in high school?

How did you make the transition to college, particularly research, time and energy management? What were some of your triumphs? Some of your challenges? What are you still working on?

How has learning how to create a calendar and schedule time for classes, research, and personal life make you a better student?

What strategies for time management have worked for you?

In what ways have perfectionism and procrastination intersected for you in the research context?

Chapter 4:Research with Professors and Mentors

How has a research mentor helped you navigate your research as well as aspects of your life at college or beyond?

How did you build a relationship with a research mentor?

How did you pick a research topic to explore?

How did you and your advisor work together to choose a research project for you?

How did you effectively deal with frustrations that you had with your professors, such as faculty not being responsive or available?

Chapter 5. Writing and Presenting Research

Share an experience presenting or publishing your work! What went well? What were the tough parts?

How does writing in college differ from the writing you did in high school?

What strategies were effective in writing strong research papers for class or in your own independent research?

Chapter 6. Challenges for Underrepresented Scholars: Making a Way

Have you faced discrimination in a research context? What did you do about it, if anything? If not, what might you do next time?

How has research been at the center of a social or cultural change for you?

Chapter 7: In Conclusion

Share an experience about how a community experience, service learning experience, or volunteer experience led to a research topic or project.

Describe the outcomes of a community based research experience. What were some of your greatest successes? What were some of the challenges and limitations?

Who has benefited from your participation in research? In what ways?

Describe a faculty research mentor who has made a positive difference in your life.

Describe a peer researcher who has made a positive difference in your life, such as a senior honors student.

What are some challenges you have had with helping others (e.g., family members, friends) understand your research, your major choice, or your intended career path?