\u201cWhile the \u201cacting white\u201d theory used to be pretty popular to bring up in debates about black academic achievement there\u2019s a catch: It\u2019s 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 \u2014 despite being a scholar of linguistics, not sociology \u2014 has become one of the primary defenders of the \u201cacting white\u201d theory and has dismissed those who debunk it as \u201cpundits\u201d who are \u201cuncomfortable with the possibility that a black problem could not be due to racism.\u201d But the people who challenge it are not pundits \u2014 they\u2019re academics who\u2019ve dedicated significant time and scientific scrutiny to this theory. Here\u2019s why they say it\u2019s a myth.\u201d\u2026\u201cThe \u201cacting white\u201d theory \u2014 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 \u2014 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.”\u2026\u201cDespite 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.\u201d\u2026\u201cA 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.\u201d\u2026\u201cPlus, 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.\u201d\u2026\u201cIn 2009, the authors of an American Sociological Review article, \u201cThe Search For Oppositional Culture Among Black Students,\u201d 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 \u201cencourages us to pretend,\u201d because he says that black kids may be dishonest when asked if they value school. It\u2019s unclear why the suspicion of dishonesty only applies to black students and not the white students who were also studied. He\u2019s also written the self-reports can\u2019t be trusted because, according to reasoning he attributes to Fryer, \u201c[a]sking teenagers whether they\u2019re popular is like asking them if they\u2019re having sex.\u201d That may be fair, but it doesn\u2019t 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.\u201d\u2026\u201cin 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.\u201d\u2026\u201cFryer’s research found that the very highest-achieving black kids were the least popular \u2014 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 \u2014 but not the highest \u2014 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\u201d\u2026\u201cJamelle Bouie gave his take on the distinction between these two experiences in a 2010 piece for the American Prospect:\u201cAs 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.\u201d\u201d\u2026\u201c(McWhorter has vigorously defended the \u201cacting white\u201d 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 \u201cpersonal feelings are not reachable by direct questioning.\u201d)\u201d\u2026\u201csome high-achieving black kids \u2014 like kids of all races \u2014 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.\u201d<\/p>\n\n\n\n
https:\/\/www.vox.com\/identities\/2017\/1\/5\/14175116\/acting-white-myth-black-kids-academics-school-achievement-gap-debunked <\/p>\n","protected":false},"excerpt":{"rendered":"
\u201cWhile the \u201cacting white\u201d theory used to be pretty popular to bring up in debates about black academic achievement there\u2019s a catch: It\u2019s not true.
\nAt 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.
\nYet McWhorter \u2014 despite being a scholar of linguistics, not sociology \u2014 has become one of the primary defenders of the \u201cacting white\u201d theory and has dismissed those who debunk it as \u201cpundits\u201d who are \u201cuncomfortable with the possibility that a black problem could not be due to racism.\u201d But the people who challenge it are not pundits \u2014 they\u2019re academics who\u2019ve dedicated significant time and scientific scrutiny to this theory. Here\u2019s why they say it\u2019s a myth.\u201d
\n\u2026
\n\u201cThe \u201cacting white\u201d theory \u2014 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 \u2014 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.”
\nThe 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.
\nAuthors 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.
\nEven 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.”
\n\u2026
\n\u201cDespite 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.
\nEven 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.
\n“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.\u201d
\n\u2026
\n\u201cA 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.
\nBut 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.\u201d
\n\u2026
\n\u201cPlus, 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.\u201d
\n\u2026
\n\u201cIn 2009, the authors of an American Sociological Review article, \u201cThe Search For Oppositional Culture Among Black Students,\u201d 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.
\nMcWhorter has dismissed this study as one that \u201cencourages us to pretend,\u201d because he says that black kids may be dishonest when asked if they value school. It\u2019s unclear why the suspicion of dishonesty only applies to black students and not the white students who were also studied. He\u2019s also written the self-reports can\u2019t be trusted because, according to reasoning he attributes to Fryer, \u201c[a]sking teenagers whether they\u2019re popular is like asking them if they\u2019re having sex.\u201d That may be fair, but it doesn\u2019t explain the stronger link between being a good student and self-reports about popularity for black teens than for white teens.
\nIn 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.\u201d
\n\u2026
\n\u201cin 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.
\nFindings 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.
\nWhen 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.
\nStudents 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.”
\nStudents 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.
\nAs recently as 2009, researchers have revisited the theory and confirmed the findings of pro-school attitudes among black students.\u201d
\n\u2026
\n\u201cFryer’s research found that the very highest-achieving black kids were the least popular \u2014 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.
\n“In my own research, I have noticed a ‘nerd bend’ among all races, whereby high \u2014 but not the highest \u2014 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.”
\nIn 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\u201d
\n\u2026
\n\u201cJamelle Bouie gave his take on the distinction between these two experiences in a 2010 piece for the American Prospect:
\n\u201cAs 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.\u201d\u201d
\n\u2026
\n\u201c(McWhorter has vigorously defended the \u201cacting white\u201d 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 \u201cpersonal feelings are not reachable by direct questioning.\u201d)\u201d
\n\u2026
\n\u201csome high-achieving black kids \u2014 like kids of all races \u2014 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.\u201d<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[13],"tags":[1307,56,356,642,811],"class_list":["post-5314","post","type-post","status-publish","format-standard","hentry","category-article-share","tag-acting-white","tag-black","tag-education","tag-race","tag-science"],"_links":{"self":[{"href":"https:\/\/lonecandle.com\/index.php?rest_route=\/wp\/v2\/posts\/5314","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lonecandle.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/lonecandle.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/lonecandle.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/lonecandle.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=5314"}],"version-history":[{"count":1,"href":"https:\/\/lonecandle.com\/index.php?rest_route=\/wp\/v2\/posts\/5314\/revisions"}],"predecessor-version":[{"id":5315,"href":"https:\/\/lonecandle.com\/index.php?rest_route=\/wp\/v2\/posts\/5314\/revisions\/5315"}],"wp:attachment":[{"href":"https:\/\/lonecandle.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5314"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/lonecandle.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=5314"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/lonecandle.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=5314"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}