Speaking Inequality: The Role of Language in Shaping Education Opportunities for Black Students in the South

Makailyn Mims Dr. Harris English 2017 04-23-2026 Speaking Inequality: The Role of Language in Shaping Education Opportunities for Black Students in the South In classrooms across the United States, students are often judged not only for what they say but also for how they say it. For several Black students, particularly in the South, this is frequently the case. For them, the use of African American Vernacular English (AAVE) often leads people to judge their intelligence, academic ability, and potential negatively. This linguistic bias is a reflection and continuation of a deeply rooted systemic problem tied to history and power, not just the opinions of others. In his text “If Black English Isn’t a Language, Then Tell Me, What Is?”, James Baldwin challenges the idea that Black English is inferior. He instead emphasizes its connection to identity and its role in social control. In “If Black English Isn’t a Language, Then Tell Me, What Is?”, Baldwin criticizes this long-lasting belief that Black English is inferior or wrong. He instead argues that it is an authentic, appropriate language that is structured and shaped by our history, culture, and experiences. He highlights that language is deeply connected to one’s identity. It helps not only as a method of communication, but also as an expression of who we are and how we live as communities. Baldwin then goes on to explain that this rejection of Black English is not solely about grammar or correctness, but more so about power and social control. This is based on the fact that “dominant” groups frequently try to define which forms of language are deemed “acceptable”. By rejecting Black English, institutions, mainly schools, indirectly degrade the identities and personalities of the people who speak it. Baldwin’s argument emphasizes how linguistic discrimination functions as a broader means of disregard. These attitudes still affect the educational systems today. To build on Baldwin’s argument, linguistic discrimination is particularly noticeable within these educational settings. This is because language differences are often misunderstood as imperfections. Upon reading, I understood Horton’s research, which showed that students who use African American Vernacular English in their writing are often viewed and valued more negatively than their peers. This is still an issue even if their overall quality and work are equivalent (Horton, 2015). Furthermore, Horton discovered that writings that contained features of AAVE often received lower ratings, despite similar expressions. This demonstrates how the bias influences the academic judgment placed on this Black language (Horton, 2015). This implies that educators unknowingly give precedence to Standard English as the “norm”, which emphasizes the limited expectations about what a “correct” language is supposed to look like. Because of this, students who use dialects tied to their cultural identity may be falsely judged and seen as less capable or academically prepared. In the circumstances of the Southern United States, where there is a deep-rooted history of educational inequalities, this linguistic bias can further limit the access that Black students have to academic success and opportunities. Instead of recognizing linguistic diversity as an asset and advantage, educational systems often treat it as a challenge. This continues the same inequalities that Baldwin criticizes. Outside of the classroom, the way that Black students are perceived is also shaped by this linguistic bias. This emphasizes how these damaging stereotypes impact the educational experiences of Black students. In his research, Kurinec displayed that speech patterns that are associated with African American English can trigger racial bias, affecting how certain individuals are judged in terms of behavior, intelligence, and integrity. Upon reviewing their findings, participants noticed they were more likely to associate AAVE speech with a negative stereotype, even when the message context remained the same (Kurinec, 2021). This shows that language is not assessed in isolation but is closely tied to social assumptions about this race. As a result of this, Black students who are seen as less accomplished and academically organized because of their use of AAVE can affect the expectations of teachers and their outcomes as students. Although opinions from others and classroom interactions play a key role, linguistic discrimination is ultimately perpetuated by larger institutional organizations that seek to define which forms of language are deemed acceptable. As explained, educational systems often promote a “standard language ideology,” which views Standard English as the standard while downplaying other dialects, including African American English (Hankerson, 2023). This explains how the expectations of institutions and the standards influence how language is taught and valued. In the same way, Wong argues that the policies on language and teaching practices can strengthen anti-Black racism. This is due to the failure to recognize and understand the authenticity of the identities of diverse linguistics (Wong, 2024). These patterns create a difficulty that persists beyond individual interactions and, in turn, influences lasting opportunities academically and professionally. This all ties back and connects to how in the South, the opportunities of Black students are constantly limited because of the discrimination against their language and dialect. These inequalities reflect the way that the “dominant” race views and sees Black students. To address linguistic discrimination, we need to examine how language is taught and understood, especially in educational institutions. Instead of viewing AAVE as an insufficiency, researchers discuss different approaches that see it as a genuine and legitimate linguistic system. As stated in his text, Sedlacek argues that it is important to include discussions of African American English in educational settings. He mentions that increasing awareness can help reduce bias and encourage a more inclusive learning environment (Sedlacek, 2023). In teaching educators and students about diversity in linguistics, the institutions can begin to contest against the dominance of Standard English, while creating a space where several ways of expression are valued and included. In order to have linguistic justice, there must be an intentional change in the curriculum of institutions. There must also be changes in the training of teachers and the practices of the institution. This is to make sure that there is no longer an obstacle to opportunities due to language. This is to ensure a connection to fairness and understanding. There is a key role that language plays in shaping a person's identity, perception, and access to opportunities. This is particularly the issue for Black people in the South. Like Baldwin argues in “If Black English Isn’t a Language, Then Tell Me, What Is?”, the downplaying of Black English is a reflection of a deeper problem of power and control. In building on this idea, my research demonstrated that linguistic discrimination continues to dictate the way individuals, particularly Black people, are viewed, valued, and established in society. From negative assumptions to organizations in institutions, these patterns support the long-lasting inequality and limited opportunities for Black students. African American English should be seen as a valid and authentic form of communication. It is a meaningful and sincere language. If AAVE is recognized as the real language that it is, there would be a more inclusive society when it comes to cultural identity. Works Cited Page Baldwin, J. (1979). If Black English isn’t a language, then tell me, what is? In J. Baldwin, The price of the ticket: Collected nonfiction 1948–1985. St. Martin’s Press. Horton, H. N. (2015). Ratings of and attitudes toward student writing with African American English features. Proceedings of the Linguistic Society of America, 1(1), 1–15. https://journals.linguisticsociety.org/proceedings/index.php/PLSA/article/view/4041 Kurinec, C. A., & Weaver, C. A. (2021). Sounding Black: Speech stereotypicality activates racial bias. Frontiers in Psychology, 12, 779312. https://doi.org/10.3389/fpsyg.2021.779312 Hankerson, S. (2023). Exploring the language ideologies of African American language speakers. Written Communication, 40(2), 230–258. https://doi.org/10.1177/07410883221146484 Sedlacek, Q. C. (2023). Surveying college teaching about African American language. Linguistics and Education, 75, 101173. https://doi.org/10.1016/j.linged.2023.101173 Wong, W. (2024). Addressing anti-Black racism in English language teaching. TESOL Quarterly. Advance online publication. https://doi.org/10.1002/tesq.3291