LEADER 03522nam 22006255 450 001 9910788996503321 005 20230725050259.0 010 $a1-282-54348-2 010 $a9786612543487 010 $a0-300-16313-4 024 7 $a10.12987/9780300163131 035 $a(CKB)3390000000006682 035 $a(StDuBDS)AH23050148 035 $a(SSID)ssj0000432804 035 $a(PQKBManifestationID)11304230 035 $a(PQKBTitleCode)TC0000432804 035 $a(PQKBWorkID)10375161 035 $a(PQKB)11256156 035 $a(MiAaPQ)EBC3420931 035 $a(DE-B1597)486389 035 $a(OCoLC)667096061 035 $a(OCoLC)923599456 035 $a(DE-B1597)9780300163131 035 $a(EXLCZ)993390000000006682 100 $a20200424h20102010 fg 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aActing White $eThe Ironic Legacy of Desegregation /$fStuart Buck 210 1$aNew Haven, CT :$cYale University Press,$d[2010] 210 4$dİ2010 215 $a1 online resource (288 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-300-12391-4 320 $aIncludes bibliographical references and index. 327 $tFrontmatter --$tContents --$tAcknowledgments --$tIntroduction --$t1. Does "Acting White" Occur? --$t2. Why Should We Care? How Peers Affect the Achievement Gap --$t3. The History of Black Education in America --$t4. What Were Black Schools Like? --$t5. The Closing of Black Schools --$t6. The Loss of Black Teachers and Principals --$t7. The Rise of Tracking --$t8. When Did "Acting White" Arise? --$t9. Where Do We Go from Here? --$tNotes --$tBibliography --$tIndex 330 $aCommentators 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 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. 606 $aAfrican American students 606 $aSchool integration$zUnited States 606 $aEducational equalization$zUnited States 606 $aMinorities$xEducation$zUnited States 615 0$aAfrican American students. 615 0$aSchool integration 615 0$aEducational equalization 615 0$aMinorities$xEducation 676 $a371.829/96073 700 $aBuck$b Stuart$4aut$4http://id.loc.gov/vocabulary/relators/aut$01564414 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910788996503321 996 $aActing White$93833426 997 $aUNINA