About

Anne H. Charity Hudley, Ph.D., is Associate Dean of Educational Affairs and the Bonnie Katz Tenenbaum Professor of Education at Stanford University. She is also a Professor of African-American Studies and Linguistics by courtesy, affiliated with the Center for Comparative Race and Ethnicity (CCSRE) and the Symbolic Systems Program. She serves as the Jan Barker Alexander Resident Fellow for the Ujamaa House. Her research and publications focus on the relationship between language variation and educational practices and policies from preschool through graduate school, with a particular emphasis on creating high-impact practices for underrepresented students in higher education. Professor Charity Hudley is the co-author of four books and the co-editor of several collections, with her work appearing in numerous academic journals and book collections. She has been an invited speaker for keynotes and academic meetings, and she provides lectures and workshops for K-12 teachers. She is a fellow of the Linguistic Society of America and the American Association for the Advancement of Science, and her contributions have been recognized with awards and funding from various organizations including NIH, NSF, the Mellon Foundation, and the Ford Foundation. Her service includes roles on multiple committees and editorial boards related to linguistics and education. Prior to her current position, she was the North Hall Endowed Chair in the Linguistics of African America at UC Santa Barbara, where she also served as Director of Undergraduate Research and held other leadership roles.

Research topics

• Sociology
• Social Science
• Political Science
• Linguistics
• Philosophy
• Law
• Pedagogy
• Epistemology
• Gender studies
• Media studies
• Psychology

Selected publications

• Baseline characteristics of survivors, primary care clinicians, and oncologists in a randomized trial of a shared care, self-management intervention for cancer survivors

  Supportive Care in Cancer · 2025-08-01

  articleOpen access

  PURPOSE: Lung and colorectal cancer (CRC) survivors experience late and long-term treatment effects and challenges with navigating care. Few evidence-based interventions exist to support survivor needs. This paper describes participant recruitment and pre-randomization baseline characteristics and outcomes from a survivorship self-management intervention trial in lung and CRC. METHODS: Baseline outcome measures were collected from survivors, primary care providers (PCP), and oncologists. Enrolled participants were survivors of lung or CRC, were 4-6 months post-treatment completion, age 18 or older, and could read and understand English. Survivor outcome measures included geriatric assessment, quality of life (QOL), communication, knowledge, and self-efficacy. PCP and oncologist outcome measures assessed perceived knowledge, communication, and care coordination regarding survivorship care. RESULTS: The trial completed accrual over 4 years and enrolled 404 participants across 15 clinical practice sites in Southern California. At baseline, most survivors reported high (mean = 71.11/100) levels of physical functioning and social support but moderate (mean = 53.29/100) levels of social interactions. QOL scores were low for emotional and functional well-being, with survivors of lung cancer reporting lower physical well-being (20.92/28) and total QOL (101.1/136). PCPs and oncologists reported minimal problems with exchanging information or transferring care in a timely manner. Survivors reported challenges with timely care, appointments, and support managing treatment effects. CONCLUSIONS: Baseline characteristics illustrate persistent challenges in survivor QOL and perceived quality of care coordination and communication among survivors, oncologists, and PCPs. IMPLICATIONS FOR CANCER SURVIVORS: Opportunities for improvements in cancer survivorship care delivery exist and will ultimately support survivors' QOL and outcomes.

  PublisherOA PDFDOI

• To go big, we have to go home: building foundations for the future of community-engaged and public-facing research in linguistics

  Linguistics Vanguard · 2024-08-22 · 2 citations

  article1st author

  Abstract In this article, we discuss various public-facing scholarly activities we have engaged in and how these initiatives have reached large audiences to widely spread messages about language and linguistic equity and inclusion. We provide guidance for how to launch, coordinate, and carry out public outreach initiatives and community-engaged research, how to navigate potential pitfalls and position these efforts for success, and how to demonstrate the direct value and relevance of the work. We also offer strategies and advice for other linguists engaging in public outreach endeavors, especially with regard to connecting community-engaged work with teaching and research for maximal impact within the scholarly ecosystem. Community-engaged research and public-facing initiatives are best conceptualized and undertaken in comprehensive, intentional, informed by, and planned in ways that align with best practices in the literature and integrated into the scholarly enterprise. We assert that public-facing work is critical to the relevance and impact of linguistics and higher education. Most importantly, public-facing work that makes insights from research relevant to the public can help advance the broader goal of education for social impact and the public good.

  PublisherDOI

• Critical Metalinguistic Engagement of Black Language Users in Writing Instruction

  2024-11-22

  book-chapter

  In this chapter, we explore and critically evaluate how the use of critical metalinguistic engagement in writing instruction promotes Black Language (BL) users' linguistic rights and agency in US education. We focus on the need for writing educators to adopt and implement critical metalinguistic strategies in order to support BL users' writing achievement and overall well-being. Although this chapter focuses on BL and writing education mainly, it also discusses BL from a broader educational perspective. This chapter concludes with key implications for practice.

  PublisherDOI

• Conclusion

  2024-03-30 · 1 citations

  book-chapterOpen access1st authorCorresponding

  Abstract This conclusion to Decolonizing Linguistics reflects on how to translate the guiding principles of decolonization into concrete action, with a focus on what can be done by the scholarly community, colleges and universities, departments, and individuals. Returning to the chapters in this volume, the conclusion explores the action plans that the authors lay out. This practical discussion begins with the fundamental recognition that decolonization is both ongoing and imperative and then considers in turn teaching and learning as a decolonizing process; decolonizing research practices; engaging in decolonization as an ongoing process; and refusing to engage in colonial ways of thinking and acting. The chapter, and the volume, concludes by calling for transparency and open, critical dialogue as linguists continue to grapple with the discipline’s colonial legacy and ongoing colonial ideologies and practices and work toward a decolonized future.

  PublisherOA PDFDOI

• Introduction

  2024-03-21 · 1 citations

  book-chapter

  Abstract This introduction to Inclusion in Linguistics begins by explaining the motivation for the volume and its grounding in social justice initiatives within linguistics, the academy, and society more broadly. It then provides an overview of the chapters, organized around the volume’s major themes: intersectional inclusion, disciplinary and institutional pathways for inclusion, creating just and inclusive classrooms, and fostering community partnerships and public engagement. Next, reflecting on the insights of the chapters, a key principle of inclusion in academia is discussed, namely, that inclusion and exclusion are both personal and structural. Finally, the inclusive process of developing and creating the volume is described and the reader is called upon to use this volume and its companion, Decolonizing Linguistics, to develop their own action plan for advancing social justice in linguistics.

  PublisherDOI

• Black Linguistic Justice from Theory to Practice

  College Composition and Communication · 2024-06-01 · 1 citations

  articleSenior author

  While writing studies and linguistic scholarship has interrogated race and college writing instruction over the last fifty years, we contend that explicit, actionable, and supportive guidance on giving feedback to Black students’ writing is still needed. Building on the legacy of work visible in the Students’ Right to Their Own Language original (Conference on College Composition and Communication, 1974) and updated (2006) annotated bibliography, as well as the crucial work done since then, our interdisciplinary team of linguists and writing studies scholars and students constructed the Students’ Right to Their Own Writing website. We describe the research-based design of the website and share evaluations of the website from focus group sessions. Acknowledging the contingent and overburdened nature of the labor force in most writing programs, the focus group participants particularly appreciated the infographics, how-tos and how-not-tos, and samples of feedback. The result is a demonstration of how to actually take up the call to enact Black Linguistic Justice (Baker-Bell et al., “This Ain’t Another Statement”).

  PublisherDOI

• Introduction

  2024-03-30 · 2 citations

  book-chapterOpen access1st authorCorresponding

  Abstract This introduction to Decolonizing Linguistics begins by explaining the motivation for the volume and its grounding in decolonizing initiatives within linguistics, the academy, and society more broadly. We discuss the volume’s understanding of decolonization as centering Black, Native, and Indigenous perspectives and explain the distinction between decolonization and inclusion, as well as why a specifically decolonizing perspective is necessary. Next, we describe the process of developing and creating the volume as an example of decolonizing and inclusive scholarly practice. We provide an overview of the chapters, contextualizing the volume’s major themes—decolonizing the discipline and the academy, decolonizing methods of research and teaching, and decolonizing linguistics by centering communities and activism—in relation to six key principles of decolonization work. Finally, we highlight the importance of engaging in decolonizing efforts holistically, collectively, and systemically as crucial to the ongoing project of advancing justice for Black, Native, and Indigenous scholars, students, and communities within linguistics.

  PublisherOA PDFDOI

• Solidarity and Collectivity in Decolonizing Linguistics

  2024-03-30 · 1 citations

  book-chapter1st authorCorresponding

  Abstract This chapter takes a Black Diasporic perspective on the decolonization of linguistics. The authors interrogate longstanding false institutional and ideological divides within linguistics and related fields while strengthening and fostering scholarly solidarity and collectivity for African, African American, Black, and Diasporic scholars. They share personal and professional insights on centering Blackness as part of decolonizing linguistics from their positionalities and intellectual histories as authors, as Black Diasporic scholars, and as white allies, as well as from recent autobiographical scholarship by prominent Black Diasporic linguists. Based on their findings, they offer recommendations for solidarity and collective action toward adopting transformative changes to expand Black individuals’ and communities’ access to linguistics, challenge the white supremacy that undergirds the discipline’s ignorance about and exclusion of the Black Diaspora, and shift ideological standards for academic and scholarly success within linguistics.

  PublisherDOI

• Conclusion

  2024-03-21 · 1 citations

  book-chapterOpen access

  Abstract This conclusion to Inclusion in Linguistics provides a set of action plans to make linguistics a genuinely and intersectionally inclusive discipline and profession not merely in philosophy but, crucially, in practice. The resulting roadmap highlights specific recommendations made by the authors of the foregoing chapters, with particular attention to how to foster inclusion intersectionally, structurally, and educationally in all aspects of linguistics research, teaching, community partnerships, public engagement, and institutional and professional service. Central to these goals is the need to dismantle the barriers that make linguistics exclusionary and instead to embrace practices that center, support, and sustain minoritized scholars and students as well as sociopolitically marginalized communities. An inclusive linguistics will not look like the current version of the discipline, and it will not be confined to the ivory tower. Building a truly just, equitable, and inclusive linguistics will require ongoing and collective efforts.

  PublisherOA PDFDOI

• Liberatory Linguistics

  Daedalus · 2023-01-01 · 51 citations

  articleOpen access1st authorCorresponding

  Abstract While the college population in the United States is becoming increasingly diverse, few studies focus on the goal of linguistic justice in higher education teaching and learning-a critical factor in achieving all forms of social equity. I offer liberatory linguistics as a productive, unifying framework for the scholarship that will advance strategies for attaining linguistic justice. Emerging from the synthesis of various lived experiences, academic traditions, and methodological approaches, I illustrate how a structural ignorance of language justice affects the lived experiences of people across the world. I present findings from my work with Black undergraduates, graduate students, postdoctoral scholars, and faculty members as they endeavor to embed a justice framework throughout the study of language broadly conceived. I conclude by highlighting promising strategies that can improve current approaches to engaging with structural realities that impede linguistic justice.

  PublisherOA PDFDOI

Recent grants

• Research Starter Grant: An Examination of Effective Methods of Communicating About Language Variation to Educators

  NSF · $50k · 2009–2011

• Collaborative Research: Assessing the Results of Sociolinguistic Engagement with K-12 STEM Education in Maryland and Virginia Public and Independent Schools

  NSF · $84k · 2011–2015

• PostDoctoral Research Fellowship

  NSF · $110k · 2006–2008

• REU Site: Increasing Diversity in the Linguistic Sciences through Research on Language and Social Mobility

  NSF · $307k · 2018–2022

Frequent coauthors

• Christine Mallinson

  Stanford University

  126 shared

• Mary Bucholtz

  University of Maryland, Baltimore County

  87 shared

• Ignacio L. Montoya

  University of Nevada, Reno

  50 shared

• Jon Henner

  26 shared

• Nelson Flores

  26 shared

• Arthur K. Spears

  25 shared

• Nicole Holliday

  Pomona College

  25 shared

• Elaine W. Chun

  25 shared

Labs

• Stanford Black Academic LabPI

Education

• Ph.D., Education

  Stanford University

• M.A., African-American Studies and Linguistics

  Stanford University

• B.A., Linguistics

  University of Pennsylvania

Awards & honors

• Fellow of the Linguistic Society of America
• Fellow of the American Association for the Advancement of Sc…
• Public Engagement Award from the Society for Linguistic Anth…
• an award from the Linguistic Society of America