The Burden of Acting White: Implications for Transition Export

@article{citeulike:5917503, abstract = {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. 10.1177/08857288070300030301}, author = {Goff, Chauncey and Martin, James E. and Thomas, Michael K.}, citeulike-article-id = {5917503}, citeulike-linkout-0 = {http://dx.doi.org/10.1177/08857288070300030301}, citeulike-linkout-1 = {http://cde.sagepub.com/content/30/3/134.abstract}, citeulike-linkout-2 = {http://cde.sagepub.com/content/30/3/134.full.pdf}, day = {1}, doi = {10.1177/08857288070300030301}, journal = {Career Development for Exceptional Individuals}, keywords = {african, americans}, month = {January}, number = {3}, pages = {134--146}, posted-at = {2009-10-09 20:33:08}, priority = {2}, title = {The Burden of Acting White: Implications for Transition}, url = {http://dx.doi.org/10.1177/08857288070300030301}, volume = {30}, year = {2007} }

TY - JOUR ID - citeulike:5917503 L3 - citeulike-article-id:5917503 N2 - 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. 10.1177/08857288070300030301 IS - 3 JF - Career Development for Exceptional Individuals EP - 146 TI - The Burden of Acting White: Implications for Transition VL - 30 SP - 134 KW - african KW - americans AU - Goff, Chauncey AU - Martin, James AU - Thomas, Michael PY - 2007/01/01/ UR - http://dx.doi.org/10.1177/08857288070300030301 ER -