Historically, standard English language ideologies have been perpetually ingrained in American educational practices and policies (Smitherman, 2017; Wong & Teuben-Rowe, 1997). These practices are not limited to K-12 studies and maintain a position of dominance in higher education (Álvarez-Mosquera & Marín-Gutiérrez, 2020). Calls for diversity in curriculum and pedagogical practices currently involve increasing demands for linguistic inclusion that reflects the diversity of student populations (CCCC, 2020). This study explores how Black women students across the diaspora who use home and/or native languages, dialects, and accents navigate their identities in academic spaces of higher learning where standard English language ideologies are often the only acceptable language varieties that are valued or encouraged. Data were generated in virtual, individual semi-structured in-depth sequences using Seidman’s (2006) three-interview model, followed by a single focus group interview with all three participants. Data analysis was characterized by a qualitative, critical, narrative-based approach that included emphasis on both small stories (De Fina and Georgakopoulou, 2012) and dominant narratives (Lyotard, 1984). Findings indicated the experiences of Black women in college composition and communications are marked by feelings of rejection, inadequacies, pressure to conform, and a lack of linguistic agency. Implications for post-secondary practice and future research are included.