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The Burden of Acting White

Implications for Transition

University of Oklahoma's, fisherman{at}ou.edu

James E. Martin

University of Oklahoma, Department of Educational Psychology's Special Education Program

Michael K. Thomas

University of Wisconsin–Madison School of Educatio

This study used a phenomenological qualitative approach that engaged Black students in discussions about the burden of acting White and its impact on their in-school and postschool outcomes and postschool transition visions. Six seventh- and eighth-grade Black students identified as at risk for school failure, a principal, and five teachers participated in this study. The authors identified and addressed the following themes: (a) the existence of the burden of acting White; (b) students' definitions of acting Black or White; (c) teachers' inability to intervene and counteract the impacts of acting White; (d) the significance of postschool visions; and (e) academic orientation. The authors conclude by discussing the need for transition programs focused on self-determination.

Career Development for Exceptional Individuals, Vol. 30, No. 3, 134-146 (2007)
DOI: 10.1177/08857288070300030301


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