Professor Refuses To Say Student’s Name and Calls It “Ghetto” During Cla*s

In a world where identity is a sacred thread woven into the fabric of self, Da’Kaleah stands firm, a young woman fiercely proud of her name and her heritage. Yet, in the very space where she seeks growth and learning, her identity is met with stubborn disregard, a silent wound inflicted by a teacher who refuses to honor the simple dignity of her name.

As the echoes of mispronunciation and dismissive labels fill the classroom, the weight of disrespect grows heavier, not just on Da’Kaleah but on those who stand beside her—her fiancé, her classmates—all united in a quiet battle against erasure. This is more than a struggle for a name; it is a fight for recognition, respect, and the right to be seen as she truly is.

WIBTA for reporting my professor over their troubles with my name?

As noted by Dr. Beverly Tatum, an expert in interracial relations and psychology, ‘When a person of color is forced to constantly correct a white person’s pronunciation of their name, it can feel like a microaggression, a subtle but constant invalidation of their identity.’ This teacher’s refusal to correctly pronounce Da’Kaleah’s name moves beyond simple error into the territory of deliberate disrespect, especially after being corrected repeatedly by the entire class.

The instructor’s comment about not wanting to pronounce “ghetto” names introduces a clear element of racial bias. This behavior creates a hostile educational environment. The student’s motivation to leave the class was a self-preservation tactic to stop ongoing emotional harm, which is a valid response to harassment. The fiancée’s and friend’s support validates the severity of the situation, contrasting sharply with the parents’ belief that the student is being ‘dramatic.’ This difference highlights a common challenge where the person directly experiencing the microaggression understands its impact better than secondary observers.

The student’s action of walking out was an appropriate immediate response to protect their emotional well-being after being publicly targeted with a racially charged slight. However, for long-term resolution in an academic setting, formal reporting is the constructive next step. The student should document the specific date and content of the ‘ghetto’ comment and present this evidence to the department head or Dean of Students, focusing on the violation of conduct codes rather than just the initial mispronunciations.

REDDIT USERS WERE STUNNED – YOU WON’T BELIEVE SOME OF THESE REACTIONS.

Report him, that’s racist AF and he shouldn’t be teaching. I would NEVER tell any student their name was “ghetto.”

Listen, it’s a fact of life that unless you have a super generic name based on the dominate culture/ethnic group you interact with the most, people will mispronounce or struggle with names.

This professor easily could’ve just used your name or something close and didn’t on purpose.

The individual is experiencing significant distress and frustration due to repeated, intentional misnaming and disrespectful treatment from an authority figure in an academic setting. This situation creates a conflict between the student’s need for basic respect and validation, and the perceived dismissal of those concerns by the instructor and, notably, by supportive figures like the parents.

Given the clear pattern of disrespect, including a racially charged comment, should the student formally report the teacher’s behavior, or is the reaction—walking out and seeking formal redress—an overreaction given the varying opinions from family and peers?