Study Notes on 'Standard English and Colorblindness in Composition Studies' by Bethany Davila

This article investigates instructors’ discourse regarding standardness in anonymous student writing to uncover patterns that support colorblind ideologies.
Focuses on the assertion that academic essays in standard English should not or cannot express authorial identity, including race.
Identifies the interconnections between colorblindness, white ideologies, and standard language ideologies.
Provides strategies for disrupting these rhetorical patterns in discussions about writing.

George’s quote: "I wish the problem of race had not intruded . . . but well, yeah, there it is." highlights the tension between race and discussions on writing.
Some readers may question the relevance of colorblindness in composition studies where race is often analyzed.
Premise: Colorblindness can manifest without conscious intent, reflecting systemic and structural practices that uphold white privileges.

Whiteness as a historical system of beliefs and practices creates dominance, expressed in terms of colorblindness.
Colorblindness is defined as the denial of race's importance, preserving entities associated with whiteness, such as Standard Edited American English (SEAE).
SEAE is depicted as a transcendent language variety, claimed to belong to no specific group but is fundamentally linked to white identities.
Behm and Miller’s assertion: SEAE conceals its coercive nature by appearing neutral and common, thereby marking 'others' as deviant.
Standard language ideology ties linguistic standardness with privileged groups, often positioning white authors as the norm.

Avoiding Discussion of Race: This involves using coded language and silences to sidestep racial topics.
Denial of Race’s Relevance:Mechanisms of White Talk

Indirect Ways of Avoiding Race: Bonilla-Silva and Forman describe subtle language that detracts from addressing race.
Mica Pollock notes that suppressing racial labels in discussions silences crucial inequities.
Ratcliffe warns that neglecting race may lead to misconceptions of racial ideologies as truth. Instructors argue fairness or blame victims for cultural deficiencies; embed ideologies of non-recognition of structural oppression.

The Students’ Rights to Their Own Language (SRTOL) resolution counters the moral implications tied to deeming any dialect inferior.
Scholars suggest ways to advocate for SRTOL while also teaching SEAE.
Code meshing is proposed as a resolution to embrace linguistic diversity.
Paul Matsuda argues for clarity in how feedback on SEAE is provided, stressing the importance of mediation between various language forms.

Analyzed IRB-approved interviews from instructors across two Midwestern universities regarding their perceptions of anonymous student work.
Participants: 12 white instructors balanced by gender, primarily from middle-class backgrounds.
Focused on how instructors navigated identity in relation to grading anonymous texts.

Identify textual features deemed indicative of student identity.
Study how instructors define standardness in anonymous writing, allowing for racial ambiguity.

Instructors perceive SEAE as accessible to everyone, leading to the individualization of academic success and overlooking structural inequalities.
Some instructors, like Daniel and Scott, label academic writing as neutral and distinct from personal identity and creativity.

Clarity and correctness in writing is intertwined with racialized expectations, enforcing a socio-linguistic hierarchy.
Example: Shirley’s perception links verb tense errors to inner-city backgrounds and racial identities.

Several instructors posit that academic writing aims to erase identity altogether.
George’s perception reflects a norm where noticeable authorship is linked to privilege; good writing should be idea-centric, ignoring race.

The research reveals how discourses about SEAE facilitate colorblind ideologies, maintaining racial frameworks within academic contexts.
Further study is needed to unpack these ideologies and resist the biases they promote.

Instructors must name SEAE explicitly in assignments and grading to disrupt the status quo of racial neutrality.
Strategies should include confronting coded language related to clarity and providing clearer expectations regarding language use.
Encouraging a reflective practice among educators can reveal hidden biases and foster a deeper understanding of language's role in constructing identity.

Comprehensive citations including work from scholars such as Bonilla-Silva, Behm, Hartigan, and many others are appended, providing a foundational backdrop to the research on race, language, and composition studies.
An Appendix listing the detailed interview protocol enables replication and transparency in research integrity.