It’s not “a black thing”: Understanding the burden of acting white and other dilemmas of high achievement
This chapter review the burden of acting white hypothesis, describes the current debate, and uses interview data from eight secondary schools in North Carolina to assess the hypothesis. It finds that a burden of acting white exists for some black students, but that it is not prevalent among the group. The chapter attempts to distinguish a burden of acting white from other more generic dilemmas of high achievement. It argues that the burden of acting white cannot be attributed specifically to black culture. The chapter provides answers by drawing on data from a larger study investigating North Carolina public schools. It focuses on the presence of black students, rather than all minorities, in rigorous courses and programs. The chapter uses two methods of textual analysis: manual and computer-based approaches. It addresses the nature of black adolescents’ peer culture with regard to academic striving and achievement, assessed through the experiences of high achievers.
