Demonstrates how leadership practices affect inclusion and participation of linguistically diverse faculty and staff, suggesting pathways for improvement.
This study synthesizes empirical research on accent bias and communication within higher education, demonstrating how leadership practices shape participation, credibility, and inclusion for linguistically diverse faculty and staff. The analysis reinforces the importance of integrating linguistic diversity into institutional leadership and equity initiatives.
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Mopelola Fatile (2026) studied this question.
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