Hillbilly or Scholar? The Struggle for Appalachian Academics to Speak or Succeed

Abstract

Appalachian students and scholars often face linguistic discrimination in academic settings where our dialect is unfairly associated with a lack of intelligence or credibility. This paper explores how biases against Appalachian English manifest in classroom participation and professional advancement, creating barriers to academic success and reinforcing linguistic insecurity. Through personal accounts and existing research, this study highlights the ways in which Appalachian speakers are pressured to conform to standardized English, often at the cost of our cultural identity. By shifting academic norms, we can ensure that Appalachian voices are valued for our contributions rather than judged by our pronunciation.