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Linguistic Diversity, Access, and Risk

Rarely do we view educational risk from a linguistic perspective. There are noteworthy exceptions, among them Valdes (1996) and Zentella (1997). However, of the educational literature devoted to risk, the vast majority attends to the array of attributes and circumstances that perpetuate cycles of poverty (Williams, 1970). The aim of this discussion is to examine educational risk, paying particular attention to the possible existence of a "linguistic stereotype threat." If such a threat does exist, it is very possible or even likely that linguistic stereotyping inhibits the academic achievement of many students who lack fluency in the dominant linguistic norms of their local speech communities. From a linguistic point of view, students in any speech community tend to fit within three general categories, including