Many decades ago, I taught a non-credit business English course for a technical college to a class of working middle-class students in Cobb County Georgia. Back then Cobb County was pretty much a white enclave in terms of power structures; it's far from egalitarian today, but they did elect Lucy McBath (African-American, pro gun reform, Democrat) over Karen Handel in 2016.

One of my students was the secretary to the Cobb County Superintendent of Schools (both were white). To illustrate the point that it was important to use correct grammar, she volunteered the information that when the Superintendent interviewed potential teachers, he would write "dialect" whenever a candidate spoke in some sort of non-standard way.

Now I don't know if you've heard many white Atlanta suburbanites talk, but even now (and especially back then) at their most neutral they tend to sound more like Ron White than Walter Cronkite. In other words, practically no one here doesn't have some sort of dialect.

But evaluators seem to think that because they are evaluators, they are de facto objective observers.

How many of the white academics deprecating a typo in the email of a black student have never made such an error themselves? And how many more depend on an administrative assistant, a spouse, a peer to catch their mistakes?

Unfortunately, this penchant for pseudo-correctness is simply a pretext for maintaining inequities. And even worse, it begins as far back as pre-K. Are there any studies to show how many black students begin with the drive and talent to become physicians, attorneys, teachers, stock brokers..., but have been beaten down by the system so often that these goals are not even dreams by the time they graduate (if they do) from high school? Most likely the students who would have conducted this research dispassionately and thoroughly have never graduated from college, or have been shepherded into into fields in which they can't question the powers that continue to maintain the status quo.