After more than 20 years of debate and decades of educational failure for low-income Black American children, descendants of chattel slavery, we are left asking why "elitist" Black leaders fought so vehemently against initiatives that could have built the educational infrastructure needed to lift these children out of generational poverty. The additional language and literacy support proposed would have leveled the playing field for Black American ADOCS (American Descendants of Chattel Slavery) children, much as it has for immigrant and migrant students. This book provides a historical analysis of both the problem and its potential solutions. Authored by educator Dr. Rosita Chatonda, the book champions the right of students to embrace their own linguistic patterns and varieties—whether dialects of their upbringing or those in which they find their unique identity and style. Language scholars have long refuted the myth of a "standard" American dialect, recognizing it as a false construct. The assertion that one dialect is superior to others reflects an effort by one social group to dominate another. Such claims foster misguided advice for speakers and writers and encourage immoral guidance for people as a whole. A nation that takes pride in its diverse heritage and cultural and racial variety should honor its rich dialects. Dr. Chatonda strongly affirms that teachers must receive the training and experience needed to respect linguistic diversity and uphold students' right to their own language.