Abstract In light of the growing number of undergraduates from racially minoritized backgrounds at newly emergent Minority-Serving Institutions and other colleges and universities, linguists have a special responsibility to engage such students, particularly through projects that connect to students’ linguistic and cultural backgrounds. This article describes undergraduates’ learning experiences in a research collective committed to community-centered collaborative work to advance sociolinguistic justice for the Mexican Indigenous diasporic community in California. The discussion centers the voices of undergraduate team members to demonstrate the benefits of students’ learning with respect to the research process, linguistics as a discipline, and understanding of self, family, and community.
Bucholtz et al. (Wed,) studied this question.