'Acting Black' hinders gifted black student achievement

Staff Reports

Gifted black students often underachieve in school because of efforts to “act black,” new research has found, offering insights into the achievement gap between black and white students in the United States and why black students are under-represented in gifted programs.

“Part of the achievement gap, particularly for gifted black students, is due to the poor image these students have of themselves as learners,” study author Donna Ford, Betts Professor of Education and Human Development, said. “Our research shows that prevention and intervention programs that focus on improving students’ achievement ethic and self-image are essential to closing the achievement gap.”

The research, one of the first to examine the concept of “acting black,” was published in the March issue of Urban Education.

Ford and co-authors Gilman Whiting and Tarek Grantham set out to determine how gifted black students achieve compared to their white counterparts, what can be learned about the achievement gap by studying these students, and how gifted students view “acting black” and “acting white.” They surveyed 166 black 5th- through 12th-graders identified as gifted in two Ohio school districts.

Most of the students were familiar with the terms “acting white” and “acting black.” They described “acting white” as speaking properly, being smart or too smart, doing well in school, taking advanced courses, being stuck up, and not acting your race. Terms they used to describe “acting black” were having a “don’t care” attitude, being laid back, being dumb or uneducated and pretending not to be smart.

Sixty-six percent of the students surveyed reported knowing someone who had been teased or ridiculed for doing well in school, while 42 percent reported being teased for this reason themselves.

The authors found discrepancies between students’ attitudes and their behaviors—students expressed belief that school is important and a key to success, but may not behave that way in the classroom.

The authors also found that while black students agree that hard work in school leads to success, they do not necessarily believe that this holds true for black people.

The authors argue for counseling to help battle peer pressure, stereotypes and poor self-esteem, and suggest promoting an achievement ethic in schools through posters, speakers, symposiums and mentoring programs.

Whiting is assistant professor of African American and Diaspora studies at Vanderbilt. Grantham is assistant professor of educational psychology at the University of Georgia.