This autoethnographic study explores the intersection of linguistic identity, education, and societal attitudes within Italy’s regional diversity. Through the personal narrative of a southern Italian student in northern higher education, it examines the effects of dialect stigmatization, language ideologies, and multilingualism on identity formation. Theoretically framed by Bourdieu’s concept of linguistic capital, Blommaert’s sociolinguistic inequality, and Rhodes’ theory of enregisterment, the study analyzes how language varieties become hierarchically ordered in social contexts. The research traces the author’s journey from linguistic insecurity to empowerment, emphasizing the role of education in affirming diverse linguistic repertoires. By analyzing experiences of linguicism and the reclaiming of multilingual identity, it contributes to broader discussions on language attitudes and identity negotiation. The findings highlight the need for inclusive linguistic environments in education and challenge notions of linguistic superiority.