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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.

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


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Goff, C. Articles by Thomas, M. K. Search for Related Content Social Bookmarking                         What's this?