Thesis: To navigate differences, USC students need to understand their own identities and

privileges because doing so will allow them to best communicate with members of the

surrounding community, while understanding that their identities are a strength that they bring to

the table.

In order to navigate differences, students have to accept different styles of english and see

them as strengths that express the history and culture that community carries. In the article, “To

Correct or Not Correct” author Tanji Reed Marshall discusses how the use of language varieties

such as African American Language (AAL) help students discover their identities as well as

learn about the culture of their communities. Marshall provides examples of two teachers with

polar opposite ideas of what literacies are acceptable in the classroom. Amy, a teacher

interviewed by Marshall, believed that “students’ home language was not welcomed in the

lexical environment of the classroom” (Marshall 53). By “not welcoming” AAL into the

classroom, Amy is biased against the students who grew up using that style of English and who

identify with the history of AAL. Marshall further argues that “when teachers harbor inferiority

principles about students’ language coupled with a fixed notion of how English operates, their

use of power can constrain and be an oppressive force within the classroom” (Marshall 54).

Much like in a classroom, if USC students have biases against their surrounding communities,

those biases can turn the relationship into a forced and unnatural one keeping the two

communities separated and no chance to navigate differences. Students as well as teachers need

to recognize the history of where language styles such as AAL come from. In Ragland’s article,

“#StayWoke: The Language and Literacies of the #BlackLivesMatter Movement,” “AAL comes

out of the experience of U.S. slave descendants” (Ragland 30). These language styles should be

perceived as strengths that are brought into a community, or in this case a classroom. The way
some teachers like Amy automatically view anything that is not Standard English to be a

disadvantage, creates a barrier between the relationship of teachers and students. This can also be

applied to the relationship between students and neighboring communities. If students do not

recognize the history and culture behind different styles of English adopted in surrounding

communities, navigating through differences would be impossible and would only create a

hostile environment. According to Marshall, “the way adolescents experiment with language to

try on identities was seemingly misunderstood and devalued for personal expression” (Marshall

53). Marshall believes that it is hard for students to find their identities within the classroom

because they are being forced to learn Standard English. Giving students the chance to find their

identities by using different styles of speaking is important because it avoids turning a classroom

"into a linguistically and culturally hostile environment" (Marshall 53). Amy’s method of trying

to change one’s culture to fit personal expectations and values is harmful for students to replicate

in a community because of how important vernacular is to one’s identity. Instead, students

should be encouraged to accept different language styles and view them as strengths rather than

deficiencies. Furthermore, by accepting different variations of English, students can learn about

the culture and history of that community.

While the culture and history of a community can be found in their language style,

Marshall emphasizes that accepting a variety of languages can help an individual find their

identity. Marie, another teacher interviewed by Marshall actually encourages different styles of

English in the classroom. In an interview, Marie defends variations of English by saying “I’m

learning different things about the culture just by listening to you guys speak … and how you’ve

learned to use language. And that’s how I learned to use language. And I’m not going to change

the way I speak for you because this is part of what makes me—me. And that’s part of what
makes you—you” (Marshall 104). Marie’s viewpoints on language is how all USC students

should approach the different language styles they face when working with surrounding

communities. By accepting different language styles in a community, students can learn things

about that community’s culture and history the same way Marie has learned “different things

about the culture” of the students in her class.

Before working with members of the surrounding communities, USC students have to

realize that they come from a position of privilege. Rich or poor, every USC student has the

privilege of having a quality education and employment opportunities. This realization of

position of privilege is important because it changes how we interact with others as well as our

mindset going into that community. As a jazz student at USC, I am privileged to learn from one

of the famous influencers in jazz, Bob Mintzer. Having a highly acclaimed musician as a teacher

is a privilege that not many musicians get. Therefore, understanding the privilege of having a

musical education is important when interacting with musicians outside of USC. For example,

when I play music with friends back in my hometown, having an understanding of where I come

from musically as well as where they come from musically allows us to navigate through our

musical differences and focus on making music. Once students understand the privilege that they

have, they can appropriately interact with neighboring communities because students will have a

complete understanding of what they are bringing to the table.

In Elaine Richardson and Alice Ragland’s piece, “#StayWoke: The Language and

Literacies of the #BlackLivesMatter Movement,” Black brunch performances are introduced as a

way to inform wealthy people about the privileges they have living in their community. By
“disrupting brunch spots in affluent white neighborhoods...in order to upset the comfort,

indifference and privileged lives of the predominantly white patrons,” activists attempt to

educate the people living in those affluent neighborhoods by telling them “about the realities of

living while Black” (Ragland 38-39). While there is nothing wrong with being privileged with

something like money, the real problem is that these rich neighborhoods are ignoring their

surrounding communities and not realizing the privilege they have living in places like “Rodeo

Drive and Beverly Hills.” Not noticing or choosing not to notice the privileges people have in

their own community leads to the further problem of ignoring important social issues like

injustices Black people face when dealing with law enforcement.