Earlier in the week, I wrote about the nature of words. I later spoke with one of our readers about the email. He said he "agreed with about 50%" of what I had to say.
This is fine. Legitimate and rational disagreement.
We discussed for a little bit and I suggested, as I did in the email, that the subject would probably be better served with a 500-page book rather than a short email.
I don't know if I'm ready for such a task, but I agreed with the gentleman when he said, "Language is a process." Indeed it is.
So, I thought some more and had a few more ideas on language and the way it is used in today's society. Some words and phrases—that tend to carry lot of weight in today's culture—are not only destructive but, ultimately, unserious.
Here goes...
Language shapes perception. One of its powers is to illuminate truth. But language also serves as a tool for obfuscation, allowing speakers and writers to mask uncomfortable realities behind "polite" rhetoric.
Nowhere is this more apparent than in discussions of neighborhoods, schools, and demographics. Terms such as “good schools,” “quiet neighborhoods,” or “speed states” are just linguistic camouflage for deeper and often misunderstood (or just plain ignored) social realities.
One's preference for conflict avoidance or not wanting to experience social discomfort is usually the catalyst for using such coded language. Few individuals, particularly in professional or polite social circles, are willing to directly tell you that they prefer living in areas dominated by a specific racial or socioeconomic demographic.
Instead, they rely on terms that appear neutral but should carry well-understood implications. “Good schools” are rarely defined by any objective academic metric. I know this, first-hand, after attending "good schools" during my childhood and reluctantly sending our older children to "great" and "highly-ranked" schools.
The "good school" is typically one situated in an affluent, predominantly white or white-and-Asian neighborhood or suburb.
Yes, I am aware that there are always exceptions to the rule.
Likewise, a “quiet neighborhood” subtly implies an area with a lower density of black or Hispanic residents, under the assumption that these urban minority communities are inherently louder or more chaotic—a gross simplification that fails to acknowledge the complexity of social dynamics within various cultural groups.
The same pattern holds true in sports commentary. The idea of “speed states”—those that produce disproportionately fast athletes—serves as a euphemism for states with high black populations. The underlying assumption is that genetics or culture in these regions produce superior athletes in speed-based sports, particularly college football.
Yet, rarely does a college football announcer explicitly state the racial component of this observation, opting instead for a sanitized term that hints at the demographic reality without outright acknowledging it.
"Boy, almost everyone from Mississippi runs a great 40- time… Guys from the Gulf states are so fast. It's uncanny." The implication is that magic dirt of the Magnolia State generates fleet afootedness in its citizens and the waters of the Gulf of America fertilize such talent, no doubt.
Furthermore, the people uttering such inanities are generally not trying to "code" their speech. Instead, as the philosopher once noted, it is "the soft bigotry of low expectations."
Education is often held up as an equalizing force in society, yet achievement gaps inevitably persist between racial and socioeconomic groups. The assumption that certain schools perform better because of geography ignores the reality that student outcomes are strongly influenced by parental involvement, teacher motivation, and access to resources.
God forbid you mention that in polite company, though.
In wealthier areas, parents—often the ones with more stable careers—can dedicate time to school-related activities, reinforce their children’s academic habits, and advocate for educational policies beneficial to their communities.
Teachers in these areas, in turn, have better working conditions and face fewer behavioral challenges in the classroom, making these schools attractive workplaces for talented educators.
This does not necessarily mean that "urban" schools are inherently worse in terms of potential. To the contrary.
What is underscored is the critical importance of a stable home environment and active parental engagement, factors that are often less consistent in lower-income areas due to economic hardships.
The issue is not one of inherent racial capability, but of structural disadvantages that make academic success more difficult to achieve in certain environments.
Euphemistic language will persist as long as social taboos prevent direct discussions of racial and demographic realities. Those who use these terms often do so unconsciously, unaware that they are engaging in linguistic deflection.
Instead of openly discussing how racial composition, economic status, and local policies influence a community, speakers adopt language that allows them to signal their preferences without inviting controversy.
However, recognizing these "coded" terms is necessary for meaningful discourse. When language obscures reality, it becomes difficult to address "systemic" issues honestly and effectively.
If the goal is truly to improve education or living conditions—or athletic opportunities—for all, then discussions must shift away from polite euphemisms and toward direct engagement with the facts that shape social outcomes.
After all, language is a process.
As always,
Brian
P.S.– Perhaps a bit more in the way of mental toughness can sturdy your resolve when others torture the "American Language" with these innocent yet vile euphemisms.
Our new (short) ebook, Mental Toughness – Mastering Resilience for Success, is less than 4 bucks. There are several strategies that help you practically increase your capacity to become mentally tough.
After that, it's up to you.
