For too long, the debate about Ebonics has been about the validity of the language and not about how the perception of the language impacts those that speak it. Ebonics has been considered inappropriate and inadequate as a language in institutions of higher education since the moment Black people in the United States were allowed access. However, how Black Ebonics speakers have detected the presence of linguistic bias in college classes and the role of linguistic bias in their experience in higher education has not been adequately explored; therefore, these were the questions asked and answered in this study. This dissertation was a phenomenological study that observed the experiences of collegiate Black Ebonics speakers in the academic classroom through the methods of ethnography and autoethnography. The data were collected, analyzed, and conceptualized through the theoretical lens of Black language empowerment theory. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]