Against a Racial Real backdrop, I argue for consciously adopting a sociocultural approach to style in linguistically and racially diverse Basic Writing classrooms. To make this argument, I focus on a multilingual writer named Tejada, who reveals how she had internalized a racialized stereotypical discourse about herself as a minority--a discourse which operated in an unconscious manner despite it informing her written voice on the page. Tejada's revelation led to her decision to amplify, rather than hushing, her own voice. Her epiphany is presented through a case study approach, including a close analysis of Tejada's process writing and recorded transcripts of peer to peer and student to teacher interaction. I end the article with some practical advice for how to promote sociocultural style feedback that develops a practice of micro-affirmation with students.