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Record Nr. |
UNINA9910788996503321 |
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Autore |
Buck Stuart |
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Titolo |
Acting White : The Ironic Legacy of Desegregation / / Stuart Buck |
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Pubbl/distr/stampa |
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New Haven, CT : , : Yale University Press, , [2010] |
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©2010 |
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ISBN |
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1-282-54348-2 |
9786612543487 |
0-300-16313-4 |
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Descrizione fisica |
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1 online resource (288 p.) |
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Disciplina |
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Soggetti |
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African American students |
School integration - United States |
Educational equalization - United States |
Minorities - Education - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Frontmatter -- Contents -- Acknowledgments -- Introduction -- 1. Does "Acting White" Occur? -- 2. Why Should We Care? How Peers Affect the Achievement Gap -- 3. The History of Black Education in America -- 4. What Were Black Schools Like? -- 5. The Closing of Black Schools -- 6. The Loss of Black Teachers and Principals -- 7. The Rise of Tracking -- 8. When Did "Acting White" Arise? -- 9. Where Do We Go from Here? -- Notes -- Bibliography -- Index |
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Sommario/riassunto |
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Commentators from Bill Cosby to Barack Obama have observed the phenomenon of black schoolchildren accusing studious classmates of "acting white." How did this contentious phrase, with roots in Jim Crow-era racial discord, become a part of the schoolyard lexicon, and what does it say about the state of racial identity in the American system of education?The answer, writes Stuart Buck in this frank and thoroughly researched book, lies in the complex history of desegregation. Although it arose from noble impulses and was to the overall benefit of the nation, racial desegegration was often implemented in a way that was devastating to black communities. It frequently destroyed black schools, reduced the numbers of black principals who could serve as |
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role models, and made school a strange and uncomfortable environment for black children, a place many viewed as quintessentially "white."Drawing on research in education, history, and sociology as well as articles, interviews, and personal testimony, Buck reveals the unexpected result of desegregation and suggests practical solutions for making racial identification a positive force in the classroom. |
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