Corrected: An earlier version of this story gave an incorrect name for the research journal Urban Education.
Gifted black students who underperform in school may do so because of peer pressure to 鈥渁ct black,鈥� according to new research published this month in the journal Urban Education.
In authors Donna Y. Ford, Tarek C. Grantham, and Gilman W. Whiting found that peer pressure to 鈥渁ct black鈥� was significant among a group of gifted African-American students in two Ohio districts.
The study analyzed survey results from 166 students鈥攕ome in a low-performing urban district; others in a suburban, higher-performing district鈥攚ho were in grades 6-12. The survey asked them questions about their behavior and attitudes toward academic achievement, as well as their perceptions of social and peer pressures.
To that end, the researchers asked students to describe what the phrases 鈥渁cting white鈥� and 鈥渁cting black鈥� meant.
Most of them described 鈥渁cting white鈥� as speaking standard English, doing well in school, taking advanced courses, being stuck up, and not acting your race. In describing what it meant to 鈥渁ct black,鈥� they used phrases such as being laid-back, being dumb or uneducated, and pretending not to be smart.
鈥淚 was really surprised at how many times the students equated 鈥榓cting black鈥� with something negative,鈥� said Ms. Ford, a professor of special education at Vanderbilt University in Nashville, Tenn. 鈥淚t鈥檚 tragic.鈥�
Mr. Whiting said there are troubling ramifications for the students who associated 鈥渁cting black鈥� with negative behaviors.
鈥淭hese are young, black people talking about themselves,鈥� said Mr. Whiting, a professor of African-American and diaspora studies at Vanderbilt. 鈥淲hat do you have to deal with when you have young students who feel this way about themselves?鈥�
The co-authors conclude their study with recommendations to address underachievement, including counseling on how to handle peer pressure, mentorships with successful African-American adults, and multicultural curricula.
