Consider this scenario. A Nigerian student studying at a UK university hesitates before contributing to a seminar discussion. When he finally does, a fellow student snickers at his accent. The lecturer, though kind, struggles to understand him, prompting the student to withdraw into silence.
Many Black international students have experienced similar incidents. While UK universities outwardly promote diversity and inclusion, the subtle yet pervasive issue of accent bias often escapes scrutiny. This bias can severely compromise a sense of belonging, an essential pillar for academic and social integration.
The intersecting layers of bias
Accent bias intersects with race, nationality and class to marginalise Black international students, so tackling this often-overlooked form of discrimination should be a priority.
Language and accent are not explicitly protected under the UK’s 2010 Equality Act, which allows accent bias to persist unchecked. For Black international students, this bias rarely exists in isolation. It intersects with racial and ethnic prejudice, national stereotypes and assumptions about class.
In the UK there is a clear accent hierarchy. Standard southern British English (SSBE), or received pronunciation, is often deemed the “gold standard” of articulation. Accents perceived as “non-standard”, including West African, Caribbean, or African American variants, are frequently devalued, viewed as less articulate or even as indicators of lower intelligence.
Black international students thus face a triple burden: their accent marks them as “foreign”, their race marks them as “other”, and their international student status places them in a vulnerable position, compounding feelings of exclusion and alienation.
The lasting effects of accent bias
Intersectional discrimination often manifests in subtle yet damaging ways. Many Black international students report feeling hyper-aware of their speech. They may avoid contributing to seminars, fearing they will be misunderstood or ridiculed. Some adopt a “muted voice” strategy, opting for silence rather than risking embarrassment or reinforcing stereotypes.
Others recount moments of explicit bias: being laughed at, corrected or told to “tone it down” to be more “understandable”. These experiences, particularly in the crucial first weeks of university, can leave deep scars, affecting students’ confidence and impeding their ability to integrate. Over time, this can diminish sense of belonging and create identity dissonance, as students feel pressured to abandon their linguistic heritage to fit in.
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The toll on mental health is significant. Anxiety, social isolation and even depression are not uncommon, compounded by the typical pressures of university life. Accent bias also sends a silent message: your voice is not welcome here. This perceived rejection can reinforce the idea that Black international students must assimilate or remain marginalised.
Beyond the emotional impact, accent bias also creates unequal opportunities. Students who fear speaking up may miss out on academic engagement, networking and the social connections essential for academic development. The bias not only erodes individual confidence but also undermines academic fairness and institutional inclusivity.
Accent bias as a barrier to academic and professional success
Numerous studies, including those by the Accent Bias in Britain project, reveal that certain accents are unconsciously associated with lower intelligence, professionalism, or trustworthiness.
This can shape everything from classroom feedback to group work dynamics. Educators, often unknowingly, may assess students more harshly or overlook the quality of a contribution due to unfamiliarity with an accent. Similarly, Black international students worry that their accent could hinder future career prospects, fearing rejection in interviews or stereotyping in professional environments.
In a society where language is a gatekeeper to power and opportunity, accent bias becomes a covert barrier to social mobility, stifling the aspirations of those already navigating systemic inequality.
A way forward
Universities must take bold and informed action to address accent bias. First, they should implement accent equality statements in handbooks and during induction, affirming respect for all accents. The University of Leeds, for instance, has pioneered this approach, setting a precedent for others to follow.
Second, institutions must raise awareness and offer targeted training for staff and students. This should focus on the nature and impact of accent bias and highlight its intersection with race and international status.
Third, universities need to develop clear reporting mechanisms for linguistic discrimination, backed by tangible support services. Creating spaces where students feel safe to share their experiences is crucial.
Fourth, we must embed linguistic diversity into the curriculum. This includes challenging the dominance of so-called “neutral” English accents and celebrating a wider array of global English accents. Discussions around linguistic identity and power should be part of education in language, communication and even professional studies.
Fifth, universities should celebrate linguistic diversity through cultural events, panels and student-led initiatives. When diversity is visible and valued, it becomes a norm rather than an exception.
Lastly, educators must be reminded to focus on the content, not the delivery. Academic assessment should reward insight and critical thinking, not conformity to a specific accent.
Tackling accent bias against Black international students is not a peripheral issue, it is central to building inclusive universities where every student feels a genuine sense of belonging. Addressing this “last acceptable form of discrimination” requires systemic action, cultural change and institutional courage. In doing so, UK higher education can move closer to a future where all voices are not only heard, but truly valued.
Patrice Seuwou is an associate professor of learning and teaching and the director of the Centre for the Advancement of Racial Equality at the University of Northampton.
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