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Integration InterruptedTracking, Black Students, and Acting White after Brown$
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Karolyn Tyson

Print publication date: 2011

Print ISBN-13: 9780199736447

Published to Oxford Scholarship Online: May 2012

DOI: 10.1093/acprof:oso/9780199736447.001.0001

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Everyday Experience, Culture, and Acting White

Everyday Experience, Culture, and Acting White

Chapter:
(p.17) One Everyday Experience, Culture, and Acting White
Source:
Integration Interrupted
Author(s):

Karolyn Tyson

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199736447.003.0011

The topic of acting white has received a great deal of scholarly attention, but the process by which the link between race and academic achievement has developed among contemporary black youth remains very much under-examined. This chapter provides a theoretical outline of the formation of this association. It argues that students' tendency to link achievement with whiteness emerged after desegregation and is a consequence of racialized tracking. The dominant perspective regarding black students' attitudes toward school and achievement frames the issue as largely about culture and values: black youth learn to disparage school learning and academic success because they grow up in communities where a cultural orientation in opposition to mainstream (white) culture is widespread. This chapter examines the strengths and weaknesses of this popular idea. In explaining the limitations of the cultural explanation, it shows the advantages of focusing on students' in-school experiences as the most important source of their actions and ideas regarding academic achievement.

Keywords:   acting white, racialized tracking, race, academic achievement, black students, whiteness, desegregation, culture, in-school experiences

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