Weighing the “burden of ‘acting white’”: Are there race differences in attitudes toward education?

摘要: Recent reports by ethnographic researchers and media sources suggest that many African American students view academic success as a form of “acting white,” peer pressure reduces their level effort performance. This article analyzes the National Education Longitudinal Study 1988 to answer three questions: (1) do blacks experience greater alienation toward school than non-Hispanic whites?; (2) incur social penalties from peers for succeeding academically?; (3) if so, are these “achievement penalties” those whites? Our analysis suggests each questions is “apparently not.”