The linguistic stereotyping hypothesis holds that even brief samples of speech varieties associated with low-prestige groups can cue negative attributions regarding individual speakers. The converse phenomenon is reverse linguistic stereotyping (RLS). In RLS, attributions of a speaker’s group membership trigger distorted evaluations of that person’s speech. The present study established a procedure for ascertaining a proclivity to RLS for individual listeners. In addition to RLS, variables reflecting degree of multicultural involvement (e.g., proportion of friends who are nonnative speakers, amount of language study) predicted speech evaluations. Although the RLS measurement procedure outlined here requires more demanding administration than mere paper-and-pencil self-reports, it has the advantage of reflecting authentic RLS processes. Measuring individuals’ RLS levels can help screen teachers, job interviewers, immigration officials, and others who are called on to make judgments about the oral proficiency of speakers of nonprestige language varieties.

Few studies have employed experimental designs adequate for documenting the value added of studying abroad; that is, learning outcomes above and beyond that which may be achieved in domestic or traditional campus-based courses. Using a pre-/posttest, two-by-two factor design of course location (study abroad vs. home campus) by course subject matter (sustainability vs. nonsustainability), we found significant highest order interactions for three dependent measures of global citizenry. Results suggest that it is the combination of location (abroad) and academic focus that yields the greatest increases in specified learning outcomes for study abroad. Implications for political agendas, academic initiatives, and research directions are discussed.