I code switch everyday, unconsciously, as I interact with both staff and students. It has become a part of my daily life as I communicate and interact with different types of people.    

   Learning this skill young has helped me adapt to unfamiliar environments so I am able to be seen and have my opinion valued. 

   Paula Akpan, a black journalist for Refinery29, defines code switching as a linguistic term referring to bilingual people engaging with more than one language or dialect. 

   “Spanglish” is a widely-understood example; a person who knows both Spanish and English can mix the two languages to communicate with people.  

   The more widespread meaning of code switching applies to people of color in predominantly white spaces having to contort their behavior, dialect or accent, and outer appearance to assimilate with the culture in power. 

   People of color code switch to avoid microaggressions and stereotypes and even hate speech or isolation. 

   Harvard Business Review explored how code switching helps minorities with coming off as more professional and increasing their chances of being hired for a job. 

   But, for many people of color, with these benefits come the accusations of  “acting too white” or not being “authentic” to one’s culture.

   Code switching happens not only in the workforce, but also in academic settings.

   Tigard High School is no exception. 

   “When students don’t show the level of respect that certain adults would think they deserve, yeah it causes conflict,” principal Melissa Baran said. 

   Often, these types of situations require students to learn how to code switch in order to navigate a class. Not being able to code switch can have lasting effects on how teachers or staff perceive a student as well as what types of discipline are used with them.

   “I am constantly compared to the gay black kid or the troubled Latino,” said Jose Salas, a senior at Tigard High School and a member of choir, theater, and track. 

   “I have to code switch between groups of people to show my teachers that I’m not that stereotype,” Salas said.

   Formality of language shifts in different situations and is often linked to respect.  But this goes both ways: teachers should also be respectful to students and their linguistic upbringing. 

“I do think that there is a level of respect, professionalism, that we should have as an organization,” Baran said. 

We have to work on finding that middle ground between comfortability and cultures in both students and faculty. Only then will Tigard High School be safe and secure for all backgrounds, cultures, and versions of students.