“In many ways, the 2020 election was basically like every recent American presidential election: The Republican candidate won the white vote (54 percent to 44 percent, per CES), and the Democratic candidate won the overwhelming majority of the Black (90 percent to 8 percent), Asian American (66 percent to 31 percent) and Hispanic (64 percent to 33 percent) vote. Like in 2016, there was a huge difference among non-Hispanic white voters by education, as those with at least a four-year college degree favored Biden (55 percent to 42 percent), while those without degrees (63 to 35) favored Trump. (There wasn’t a huge education split among voters of color.)1
Other surveys tell the same general story: Trump won white voters overall by a margin in the double digits and won whites without four-year degrees by even more; Trump lost among whites with at least a four-year college degree, lost by a big margin with Asian American and Latino voters and lost by an enormous margin among African Americans.
So the main reason that Trump nearly won a second term was not his increased support among Latinos, who are only about 10 percent of American voters and are a group he lost by more than 20 points. Trump’s main strength was his huge advantage among non-Hispanic white voters without college degrees, who are about 42 percent of American voters. His second biggest bloc of support was among non-Hispanic white Americans with degrees, who are about 30 percent of all voters. According to the CES, over 80 percent of Trump’s voters were non-Hispanic white voters, with or without a college degree. In contrast, around 70 percent of nonwhite voters supported Biden, and they made up close to 40 percent of his supporters. So it is very much still the case that the Republicans are an overwhelmingly white party and that the Democratic coalition is much more racially diverse.”
“Trump did 7 percentage points better among Asian American voters in 2020 compared to 2016, 4 points better among Hispanic voters and 1 point better among both white and Black voters, per the CES. Biden did 4 percentage points worse among Asian American voters and 1 points worse among Hispanic voters compared to Hillary Clinton, while doing 1 point better among Black voters and 3 points stronger among white voters compared to Clinton.
“Other surveys and precinct-level data suggest that the Trump swing among Hispanics could have been larger than CES found, with Trump gaining in the upper-single digits and winning the support of over 35 percent of Latino voters. (Ultimately, we will never know exactly how different racial and ethnic blocs voted, since people aren’t required to state their race or ethnicity when they cast ballots.) But generally, the story of 2020 is that Trump did better with Asian American and Hispanic voters than in 2016, while Biden did better than Hillary Clinton among non-Hispanic white voters.”
“Women account for less than 4 percent of fatal police shootings, but according to our analysis of the Post’s data, almost 20 percent of the women fatally shot by police are Black, even though Black women make up only around 13 percent of women in the U.S. And since 2015, when the Post first began tracking fatal police shootings, at least 51 Black women have been killed. Half of those women have gotten some national media attention in the 60 days surrounding their death, according to FiveThirtyEight’s analysis of media reports, but in most cases, the coverage is limited — five stories or fewer.”
“Researchers at Brookings Institution and the University of Maryland analyzed nearly 300 phrases used as Twitter hashtags between August 2014 and August 2015, a year after the killing of 18-year-old Michael Brown. Though these hashtags are often used to name Black victims of police brutality, not one specifically mentioned a Black woman or girl.
“Mainstream narratives are often still written by men or are tailored toward a male perspective,” said Keisha Blain, a history professor at the University of Pittsburgh and the president of the African American Intellectual History Society. “For these reasons, among others, Black women’s experiences with police violence are too often marginalized.””
“While the “acting white” theory used to be pretty popular to bring up in debates about black academic achievement there’s a catch: It’s not true.
At best, it’s a very creative interpretation of inadequate research and anecdotal evidence. At worst, it’s a messy attempt to transform the near-universal stigma attached to adolescent nerdiness into an indictment of black culture, while often ignoring the systemic inequality that contributes to the country’s racial achievement gap.
Yet McWhorter — despite being a scholar of linguistics, not sociology — has become one of the primary defenders of the “acting white” theory and has dismissed those who debunk it as “pundits” who are “uncomfortable with the possibility that a black problem could not be due to racism.” But the people who challenge it are not pundits — they’re academics who’ve dedicated significant time and scientific scrutiny to this theory. Here’s why they say it’s a myth.”
“The “acting white” theory — the idea that African-American kids underachieve academically because they and their peers associate being smart with acting white, and because they’re afraid they’ll be shunned — was born in the 1980s. John Ogbu, an anthropology professor at the University of California Berkeley, introduced it in an ethnographic study of one Washington, DC, high school. He found what he dubbed an “oppositional culture” in which, he said, students saw academic achievement as “white.”
The acting white theory has since become a go-to explanation for the achievement gap between African-American students and their white peers, and is repeated in public conversations as if it’s a fact of life.
Authors such as Ron Christie in Acting White: The Curious History of a Racial Slur and Stuart Buck in Acting White: The Ironic Legacy of Desegregation have written entire books (heavy on personal observations, anecdotes, and theories) dedicated to the phenomenon.
Even President Barack Obama said in 2004, when he was running for US Senate, “Children can’t achieve unless we raise their expectations and turn off the television sets and eradicate the slander that says a black youth with a book is acting white.”
“Despite abundant personal anecdotes by African Americans who say they were good students in school and were accused of acting white, there’s no research that explicitly supports a relationship between race, beliefs about “acting white,” social stigma, and academic outcomes.
Even those who claim to have found evidence of the theory, Toldson explained, failed to connect the dots between what students deem “white” and the effect of this belief on academic achievement.
“Observing and/or recording African-American students labeling a high-achieving African-American student as acting white does not warrant a characterization of African-American academic underperformance as a response to the fear of acting white,” he said.”
“A prime example of a shaky study on this topic, according to Toldson, was Harvard economist Roland G. Fryer’s 2006 research paper “Acting White: The Social Price Paid by the Best and the Brightest Minority Students.” Published by Education Next, the paper purported to affirm Ogbu’s findings by using Add Health data to demonstrate that the highest-achieving black students in the schools Fryer studied had few friends. “My analysis confirms that acting white is a vexing reality within a subset of American schools,” he wrote.
But the numbers didn’t actually add up to support the “acting white” theory, Toldson said. To start, the most popular black students in his study were the ones with 3.5 GPAs, and students with 4.0s had about as many friends as those with 3.0s. The least popular students? Those with less than a 2.5 GPA.”
“Plus, Toldson pointed out, even if the results had shown that the highest-achieving students at all schools had the fewest friends, that would have indicated a connection between grades and popularity, but wouldn’t have supported the core of the “acting white” theory itself. “Methodologically, the study has to make the ostensible leap that the number of friends a black student has is a direct measure and a consequence of acting white,” he explained.”
“In 2009, the authors of an American Sociological Review article, “The Search For Oppositional Culture Among Black Students,” concluded that high-achieving black students were in fact especially popular among their peers, and that being a good student increased popularity among black students even more so than for white students.
McWhorter has dismissed this study as one that “encourages us to pretend,” because he says that black kids may be dishonest when asked if they value school. It’s unclear why the suspicion of dishonesty only applies to black students and not the white students who were also studied. He’s also written the self-reports can’t be trusted because, according to reasoning he attributes to Fryer, “[a]sking teenagers whether they’re popular is like asking them if they’re having sex.” That may be fair, but it doesn’t explain the stronger link between being a good student and self-reports about popularity for black teens than for white teens.
In 2011, Smith College’s Tina Wildhagen, in the Journal of Negro Education, tested the “entire causal process tested by the ‘acting white’ theory,” using the Educational Longitudinal Study of 2002, and found that “the results lend no support to the process predicted by the acting white hypothesis for African-American students.”
“in a study published in the American Sociological Review in 1998, James Ainsworth-Darnell and Douglas Downey, using data from the National Educational Longitudinal Study, found that black students offered more optimistic responses than their white counterparts to questions about the following: 1) the kind of occupation they expected to have at age 30, 2) the importance of education to success, 3) whether they felt teachers treated them well, 4) whether the teachers were good, 5) whether it was okay to break rules, 6) whether it was okay to cheat, 7) whether other students viewed them as a “good student,” 8) whether other students viewed them as a “troublemaker,” and 9) whether they tried as hard as they could in class.
Findings like these fly in the face of the idea that black students think academic achievement is “white” or negative, or that it’s something they must actively shun for acceptance and popularity.
When Toldson analyzed raw data from a 2005 CBS News monthly poll of 1,000 high school students who were asked their opinions on being smart and other smart students, he saw this reflected again.
Students were asked, “Thinking about the kids who get good grades in your school, which one of these best describes how you see them: 1) cool, 2) normal, 3) weird, 4) boring, or 5) admired?” The responses of black boys, black girls, white boys, and white girls were around the same. But black boys were the most likely (17 percent) to consider such students “cool.”
Students also answered this question: “In general, if you really did well in school, is that something you would be proud of and tell all your friends about, or something you would be embarrassed about and keep to yourself?” Eighty-nine percent of all students said they would be “proud and tell all.” Black girls were top among this group, with 95 percent saying they’d be proud. Meanwhile, white boys, at 17 percent, were the most likely to say they would be “embarrassed or keep to self” or report that they “did not know” how they would handle the news that they were doing very well academically.
As recently as 2009, researchers have revisited the theory and confirmed the findings of pro-school attitudes among black students.”
“Fryer’s research found that the very highest-achieving black kids were the least popular — but this likely had much less to do with beliefs about acting white and more to do with the fact that the very smartest kids of any race tend to suffer social stigma.
“In my own research, I have noticed a ‘nerd bend’ among all races, whereby high — but not the highest — achievers receive the most social rewards,” Toldson said. “For instance, the lowest achievers get bullied the most, and bullying continues to decrease as grades increase; however, when grades go from good to great, bullying starts to increase again slightly. Thus, the highest achievers get bullied more than high achievers, but significantly less than the lowest achievers.”
In a 2003 study titled “It’s not a black thing: Understanding the Burden of Acting White and Other Dilemmas of High Achievement,” published in the American Sociological Review, researchers concluded that the smartest black and white students actually had similar experiences and that the stigma was similar across cultures”
“Jamelle Bouie gave his take on the distinction between these two experiences in a 2010 piece for the American Prospect:
“As a nerdy black kid who was accused of “acting white” on a fairly regular basis, I feel confident saying that the charge had everything to do with cultural capital, and little to do with academics. If you dressed like other black kids, had the same interests as other black kids, and lived in the same neighborhoods as the other black kids, then you were accepted into the tribe. If you didn’t, you weren’t. In my experience, the “acting white” charge was reserved for black kids, academically successful or otherwise, who didn’t fit in with the main crowd. In other words, this wasn’t some unique black pathology against academic achievement; it was your standard bullying and exclusion, but with a racial tinge.””
“(McWhorter has vigorously defended the “acting white” theory against academic critics primarily by citing 125 letters he says he received from people describing their experiences that reflect the theory. While he argues that accounts in these letters should be accepted without question, he disregards data such as the scientific study responses indicating pro-school attitudes among black kids because of his view that “personal feelings are not reachable by direct questioning.”)”
“some high-achieving black kids — like kids of all races — experience social stigma. These individual facts are painful, and they resonate with people in a way that makes it easy to blur what’s missing from the “acting white” equation: an actual, causal connection between the accusations of acting white, social stigma, and lower academic outcomes. There isn’t one.”
“The median Black household has a net worth of only $24,100, a fraction of the $188,200 in net worth the median white household has, 2019 Federal Reserve data shows.
And these numbers don’t always show the nuance of financial instability for many Black families. A quarter of Black households have zero or negative net worth, compared with a tenth of white families, according to the Economic Policy Institute.
The reasons for the wealth gap are complicated and multi-layered, with racism, historical injustices, structural inequality, and educational disparities all playing a huge role. So do career choices, marriage status, and inheritance levels for Black people, which are starkly lower than for white people. The practice of redlining, for example, under which the government would not guarantee loans for Black Americans who were trying to purchase homes, as well as the effect of mass incarceration on Black representation in the workforce, are just a couple of examples of how African Americans are systematically prevented from building wealth.
Consequently, here’s the harsh reality about being Black in America: The deck is often so stacked against you that the weight of it all can feel overwhelming — no matter your income, your net worth, or how much you’ve achieved. For African Americans like me, systemic inequities and generations of poverty can make it seem like whatever you’ve done is never enough, especially when you know you’ll have to help support relatives or make contingency plans for any number of scenarios out of your control.
The reality is that for those of us able to generate wealth and reach a level of comfort, we are often also financially supporting family members or paying down debt. We simply don’t have that generational wealth that so many white families have to fall back on and start out their adult lives with. Even two people earning the same income can be looking at totally different financial situations based on their race and class: One could be putting money into savings or investing, while the other might be using that same income to pay a family member’s rent or help support an aging parent’s retirement.
I know that people like my mother don’t have any real safety net other than relatives. There’s no inheritance coming. As a result, for far too many Black people, low income and low wealth translate into a lifetime of scraping by.”
“Among Black Americans, it’s not uncommon for those who can to help family members financially: Some call it the “Black tax,” a term commonly used in South Africa that refers to the obligations of first-in-the-family college graduates, professionals, or others who “make it” to assist their family members.
I’m happy to help out my mother by covering her needs when she’s short on cash. But it can be an emotional experience for her to even ask”
“as former Congressional Budget Office Director June O’Neill and Dave M. O’Neill have shown, this supposed “pay gap” disappears when one factors in the background variables of age, education, math and verbal skills, and work history. In fact, when controlling for these variables, black men earn 99.9 percent of the wages of white men, and when the same calculation is applied to women, black women actually earn 7 percent more per hour than white women with the same education and math and verbal skills. In short order, the pay gap disappears.
By the same logic, although there is a significant poverty gap between white and black children in the United States, this disparity vanishes when one controls for the key background variables of family structure, educational attainment, and workforce participation. As Heritage Foundation scholar Robert Rector has demonstrated, when these background factors are held constant, “race alone does not directly increase or decrease the probability that a child will be poor.” Contrary to the logic of the critical race theorists, the key determinant of child poverty is not race, but a cluster of human and social variables that affect Americans of all racial demographics with remarkably equal force.
Unfortunately, critical race theory does not offer a policy platform for strengthening these key background variables; in fact, it is in many cases directly hostile to them.”
“In sharp contrast to today’s undocumented population, “illegal” European immigrants faced few repercussions. There was virtually no immigration enforcement infrastructure. If caught, few faced deportation. All of those who entered unlawfully before the 1940s were protected from deportation by statutes of limitations, and in the 1930s and 1940s, tens of thousands of unauthorized immigrants like Nora O’Donnell’s grandfather were given amnesty.[viii] The few not covered by a statute of limitations or amnesty had another protection: until 1976 the government rarely deported parents of US citizens.[ix] There were no immigrant restrictions on public benefits until the 1970s, and it wasn’t until 1986 that it became unlawful to hire an undocumented immigrant.
In sum, from the early 1900s through the 1960s, millions of predominantly white immigrants entered the country unlawfully, but faced virtually no threat of apprehension or deportation. Businesses lawfully employed these immigrants, who were eligible for public benefits when they fell on hard times.”
“[x] often in the context of racialized debates targeted mainly at Latinos. Researchers have documented how through the 1960s, racialized views of Mexicans shaped law and bureaucratic practice.[xi] Over the next decade, Congress: ended the Bracero program, which had allowed as many as 800,000 temporary migrants from Mexico annually to work mainly in agriculture; cut legal immigration from Mexico by 50%; and ended the long-standing practice that parents of US citizens wouldn’t be deported. Reducing lawful means of immigrating predictably led to a rise in unauthorized entries, which was met with calls for tougher enforcement.”
“it’s Republicans under the age of 45 who are really concerned about “cancel culture.”
One in 4 Republicans between the ages of 18 and 44 listed it as a top concern, compared to just 1 percent of Democrats in this same age group, according to a recent YouGov Blue poll.1 In fact, among younger Republicans, “cancel culture” ranked sixth in terms of overall importance, but for younger Democrats it ranked dead last.”
“the largest bloc of young Republicans (ages 18 to 29) are white men, according to a 2018 survey from Tuft University’s Center for Information and Research on Civic Learning and Engagement, which found that among young voters, white men were the only racial or gender group to align with the GOP in the midterms. This is important because polling by the Public Religion Research Institute, also from 2018, found that 43 percent of young white men (ages 15 to 24) think that discrimination against white people has become as big a problem as discrimination against Black people and other minority groups. In fact, almost half said in that poll that diversity efforts will harm white people.”
“one reason the right’s reactionary movement wields political power is that many of the tones underlying the debates over free speech on campuses are also playing out in conservative media outlets. Young Republicans are already more likely to be plugged into these outlets, like “The Ben Shapiro Show” and PragerU, making them the prime candidates to carry the“cancel culture” mantle.”