Words by Abby Taylor
In higher education, your ideas might be brilliant, but your accent? That could still pose a problem. As someone whose accent converges with Mancunian traits, I’ve occasionally felt its weight – not because I personally face major struggles, but because of the broader biases it reflects. Even at the University of Manchester, in the heart of the North, subtle comments have made me pause and wonder: why should the way I speak carry assumptions about my intellect?
While accent bias is often associated with Northern speech, it’s worth noting that this issue is felt even more acutely by international students, whose accents may face even greater prejudice. Regardless, the problem is significant enough to demand attention – because in a space where ideas should matter most, outdated prejudices should have no place.
At universities, where intellect is meant to be the ultimate currency, accents can still influence perceptions of intelligence, work ethic, and class. For Northern students, this often means contending with assumptions tied to their speech – whether it’s the broad vowels of Mancunian, the distinct cadences of Scouse, or the drawl of Geordie. Decades of research highlight this bias. Linguists Howard Giles and Peter Trudgill famously demonstrated how accents shape perceptions of competence. Their 1970s study, in which identical interview content was delivered in different accents, revealed clear preferences for “prestigious” accents like Received Pronunciation (RP). Regional accents, particularly those from the North, were often deemed less competent.
This bias isn’t merely historical. It continues to permeate academic spaces, subtly influencing how students are perceived. From seminar discussions to group presentations, assumptions about regional accents can affect everything from participation to grading. Even in cities like Manchester or Liverpool, Northern students may feel the need to prove their intellectual credibility, navigating stereotypes that should have disappeared long ago.
Accent bias doesn’t just sit on the edges of university life – it can undermine confidence. For students, there’s often an internal negotiation: should I speak up knowing my voice might carry unintended assumptions? Socio-linguist Devyani Sharma explored how accents tied to regional or working-class identities can unconsciously influence assessments of authority and competence. The pressure to conform to “standard” speech often creates an even deeper conflict: the erosion of identity. Students may soften their accents or change their word choices to sound more “neutral.” For those with strong regional ties, this can feel like a betrayal of roots – a sacrifice of authenticity for acceptance.
The impact of accent bias doesn’t end with university life; its implications ripple through professional spaces, influencing opportunities for employment and career progression. Research highlights how recruiters and employers often subconsciously favour accents they associate with competence, authority, and professionalism. For Northern graduates entering industries dominated by Received Pronunciation (RP), this can feel like swimming against the tide. In fields such as law, media, and finance, where articulation is often linked to leadership potential, regional accents may unfairly signal a lack of fit within prestigious roles or elite networks. This bias can manifest in reduced access to mentorship, slower career progression, or outright discrimination during hiring processes.
A strong Northern accent or regional twang might, unjustly, limit someone’s trajectory, preventing them from rising to positions of power or influence. The harm is not just personal but systemic, perpetuating uniformity in leadership and excluding diverse voices that could enrich workplaces. These challenges do not exist in a vacuum. International students, for example, face similar – and often more intense – biases tied to how they speak. The intersections of accent, race, and nationality can amplify the discrimination some students encounter. By broadening the conversation, we can tackle accent bias in ways that benefit everyone.
So, how do we challenge these prejudices? Change begins with recognising that the problem exists, both at an institutional and personal level. Even I have caught myself softening my vowels in seminars, unconsciously shifting my voice to sound neutral. But why should I – or anyone – feel the need to do that? Universities need to create spaces where voices, regardless of accent, are celebrated. Representation plays a crucial role. Hearing a variety of accents in positions of academic authority – lecturers, tutors, and student leaders – sends a powerful message that intelligence isn’t tied to a specific way of speaking. For Northern students, hearing voices that feel familiar can challenge the outdated narrative that being regional and being brilliant are somehow incompatible.
By addressing accent bias in academic spaces, universities can help dismantle these prejudices before they extend into professional settings. When students feel confident in their voices, they are better equipped to navigate the workforce without the need to conform or diminish their identity. While issues like grading and assessment may not always stem from accent bias, creating awareness around the impact of accent on student confidence is crucial. Universities must ensure that students feel their voices are valued in all settings, from seminar discussions to formal presentations.
Change also requires action from the student body. Rejecting the notion that we need to hide parts of ourselves to be taken seriously is essential. Campaigns celebrating the diversity of accents within the student community could help foster a sense of belonging. Imagine walking into a seminar where a mix of voices – regional, international, and everything in between – are heard without judgement.
Ultimately, higher education prides itself on challenging assumptions and broadening perspectives. It is time for institutions to extend that ethos inward. Biases tied to accents don’t just harm individuals; they impoverish academic and professional spaces by limiting whose voices are heard and valued. Brilliance doesn’t have an accent – it has impact. The real challenge lies not in changing how we speak but in transforming how we listen.
