This article considers how linguists (more specifically, linguists from the U.S. South) view their responsibility to advance educational equality and justice. Drawing upon insights learned from working with inclusive groups of Southern K–12 educators, the authors call upon linguists to broaden their focus and extend their engagement efforts from K–12 to the sphere of higher education. African American, Latinx, Native American, and Asian American students and faculty are particularly underrepresented in linguistics departments. These disparities require linguists to think more deeply about what linguistics is, who it is for, and who it benefits so that they might develop strategies and models for social change. This article provides theoretical discussion on these issues and offers practical strategies that linguists can use to address underrepresentation, broaden participation, and promote inclusive student achievement in higher education. With their disciplinary insights into communication, culture, educational equity, and linguistic justice, linguists—particularly Southern linguists—are well positioned to contribute to educational justice in ways that benefit our discipline, speakers, communities, and academia at large.

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