Acting White



Byreading the article “ActingWhite,”the article did not change any of the perceptions that I have. Thisis because the article did not address anything new concerningstereotypes. As it has indicated, acting White has been an issue thathas been there. As the author points out, acting white is unique toschools where black students constitute less than 80% of the totalstudent population (Fryer, 2006) this shows that this is not anissue that has just started, but it is an issue that has beenindicated before. The situation has not changed, which makeschanging of the perception that I have, remain almost unchanged.However, the perception that may change is the manner in which thestudents become affected by the notion of acting white. I think therecalls a need for a solution that would mitigate the impacts of actingwhite. For instance, from the “StopBullying”article, black students who are gifted, experience different barriersthat result in their under-representation in the advanced programsacting white is one of the greatest influences that impact them(Grantham &amp Biddle, 2014). Thus, there should be a call for thegovernment to find ways of resolving the issue of acting white.

Accordingto students based on ethnicity to be successful in school meanshaving learners from their ethnic grouping being popular andattaining high grades, as well as going by their cultural identities.Although performance and popularity are two aspects that are criticalin determining the success of a learner, I think everyone should begiven space to identify with the culture that he/she desires inaddition to his/her culture. This is critical since it ensures thatlearners become diversified. Therefore, students based on ethnicityshould allow learning of other cultures in their definition ofsuccess.


Fryer,R.G. (2006). : The social price paid by the best and thebrightest minority students.&nbspEducationNext,6(1), 52-59.

Grantham,C.T. &amp Biddle, H.W. (2014). From Bystander to Upstander Teacherfor Gifted Black Students Accused of . GiftedChild Today,Vol. 37 (3).