Weighing the “burden of 'acting white'”: Are there race differences in attitudes toward education?
AbstractRecent reports by ethnographic researchers and media sources suggest that many African American students view academic success as a form of “acting white,” and that peer pressure reduces their level of effort and performance. This article analyzes the National Education Longitudinal Study of 1988 to answer three questions: (1) do blacks experience greater alienation toward school than non-Hispanic whites?; (2) do blacks incur social penalties from their peers for succeeding academically?; and (3) if so, are these “achievement penalties” greater than those for whites? Our analysis suggests the answer to each of the three questions is “apparently not.”
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Bibliographic InfoArticle provided by John Wiley & Sons, Ltd. in its journal Journal of Policy Analysis and Management.
Volume (Year): 16 (1997)
Issue (Month): 2 ()
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Web page: http://www3.interscience.wiley.com/journal/34787/home
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- Roland G. Fryer, Jr, 2010. "The Importance of Segregation, Discrimination, Peer Dynamics, and Identity in Explaining Trends in the Racial Achievement Gap," NBER Working Papers 16257, National Bureau of Economic Research, Inc.
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