Curated Texts
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Here you will find GEM's additional texts that were used to support our analysis. These texts/blogs stood out to each of us which prompted us to use them in support of our topics. We hope they spark the same interest within you as well. On your right we have linked the blogs or texts as well as a short summary of some of the articles/blogs/texts. One click and you will be a step closer to our project's direction. ENJOY!!!
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Research on "talking white"
Sociologists Tyson, Darity, and Castellino conducted interviews in eleven North Carolina high and middle schools. They chose a range of schools (from overrepresented to underrepresented in terms of minorities) and questioned African American students about their social lives. They asked about things like the rigorousness of their courses, why they chose the courses they did, and if they were discriminated against by other students for any reason.
The schools main point was that each school is different depending on the social atmosphere. A great deal depends on school structure rather than a blanket statement. They found three sets of opposition:
1) Against being a “dork” or “nerd,” something that crossed racial and cultural lines
2) Against black students that “act white,” called an “Oreo” for example
3) Against students that act “better than others,” based on socioeconomic ties
The second and third types are dependent on school structure, especially common in schools where there are stark contrasts between races, and where students believe that race determines placement. The “rich kids” get better opportunities and are more successful, have confidence and dare to take AP classes, while poorer kids generally do not believe they will do well in AP classes. Unfortunately, socioeconomic status is often associated with race, so mostly white children take difficult classes. The black children that deviate from the norm and take difficult classes are then alienated from black groups and called names like “Oreo.”
Therefore, it is more complicated than simply rejecting white culture; it is rejecting all things associated with white privilege in certain schools. That is why each school is different. In some schools, socioeconomic disparities are not as apparent, so black children are not deviant for choosing accelerated paths.
Click here to see the full text.
The schools main point was that each school is different depending on the social atmosphere. A great deal depends on school structure rather than a blanket statement. They found three sets of opposition:
1) Against being a “dork” or “nerd,” something that crossed racial and cultural lines
2) Against black students that “act white,” called an “Oreo” for example
3) Against students that act “better than others,” based on socioeconomic ties
The second and third types are dependent on school structure, especially common in schools where there are stark contrasts between races, and where students believe that race determines placement. The “rich kids” get better opportunities and are more successful, have confidence and dare to take AP classes, while poorer kids generally do not believe they will do well in AP classes. Unfortunately, socioeconomic status is often associated with race, so mostly white children take difficult classes. The black children that deviate from the norm and take difficult classes are then alienated from black groups and called names like “Oreo.”
Therefore, it is more complicated than simply rejecting white culture; it is rejecting all things associated with white privilege in certain schools. That is why each school is different. In some schools, socioeconomic disparities are not as apparent, so black children are not deviant for choosing accelerated paths.
Click here to see the full text.
