This study explores the phenomenon of code-switching among Black students, focusing on the impact of linguistic discrimination and correctionist pedagogies within academic settings. The investigation examines how societal pressures and educational practices compel these students to navigate between their authentic linguistic identities and the expectations of a predominantly White educational system through code-switching. Through the concept of dysconscious racism, an extensive discussion emerges regarding the internalization of negative self-image and how these biases hinder academic engagement. Through qualitative research, the study reveals how systemic racism and internalized negative perceptions of Black English affect students' self-perception. The study also addresses the role of educators' correctionist pedagogies and their effects on Black students' confidence and sense of belonging in the classroom. Through its findings, the dissertation aims to clarify if the mastery of code-switching is a skill that is still a requirement for the success of Black students in academic spaces. In response to a call for action, the study advocates for the adoption of Culturally Relevant Pedagogies (CRP) as a transformative approach to education that respects and integrates the cultural and linguistic backgrounds of all students. CRP offers a framework for creating more inclusive and affirming educational environments that recognize the value of linguistic diversity as a strength rather than a deficit.