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It's Not “a Black Thing”: Understanding the Burden of Acting White and Other Dilemmas of High Achievement
For two decades the acting white hypothesis—the premise that black students are driven toward low school performance because of racialized peer pressure—has served as an explanation for the
Integration Interrupted: Tracking, Black Students, and Acting White after Brown
PREFACE ACKNOWLEDGEMENTS 1. Introduction: Desegregation without Integration 2. Everyday Experience, Culture, and Acting White 3. Becoming a Cultural Object: Academic Achievement and Acting White
Weighing In: Elementary-Age Students and the Debate on Attitudes toward School among Black Students
Many of the prevailing theories concerning the relatively low academic performance of African American students tend to center on the attitudes of adolescents. Much less research attention has been
Notes from the Back of the Room: Problems and Paradoxes in the Schooling of Young Black Students .
This article examines common teacher practices and black elementary-age students' responses to these practices in considering processes of social reproduction in schools. In an ethnographic study of
Increasing Opportunity To Learn via Access to Rigorous Courses and Programs: One Strategy for Closing the Achievement Gap for At-Risk and Ethnic Minority Students.
This report analyzes the under-representation of North Carolina's black, Hispanic American, and Native American students in honors courses, advanced placement (AP) courses, and academically and
Legal mobilization in schools: the paradox of rights and race among youth.
Ethnoracial patterns in youth perceptions and responses to rights violations are analyzed and a new model of legal mobilization that includes formal, quasi-, and extralegal action is advanced.
Those Who Got in the Door: The University of California-Berkeley's Affirmative Action Success Story.
Presumptions of a level playing field in higher education suggest that affirmative action is passe, yet students of color continue to face situations with which other students do not have to contend.