It's Not “a Black Thing”: Understanding the Burden of Acting White and Other Dilemmas of High Achievement

By Karolyn Tyson, William Darity, Domini R. Castellino. 2005

532 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1246bc8ffa4359ee1442b1307eb0fbf2606d08f1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. D. Gottfredson
2. Chongmin Na
3. Eric Grodsky
4. Catherine Riegle-Crumb
5. Omar Alcides Lizardo
6. Philip J Cook
7. Christina N. Baker
8. Seán Kelly

In Sociology and Political Science

1. Omar Alcides Lizardo
2. Christina N. Baker
3. Eric Grodsky
4. Catherine Riegle-Crumb
5. Philip J Cook
6. Seán Kelly
7. Chongmin Na
8. Angel L. Harris

Citations in the corpus

• Improving Cultural Analysis (2017, background): “Researchers have tried to determine whether the culture-behavior-outcome links postulated in the oppositional culture account can be verified using large-scale, populationlevel data (Ainsworth-Darnell and Downey 1998; Carter 2005; Tyson et al. 2005).”
• Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance (2008, background): “Also, recent studies show no empirical support for Ogbu’s theory of oppositional culture (Massey et al. 2003; Tyson et al. 2005 ).”
• The Black-White Gap in Mathematics Course Taking (2009, background): “…salient element of their identities, and being one of the few black students in predominantly white high-track courses may be socially isolating.1 Tyson, Darity, and Castellino (2005) found evidence of just such feelings of isolation among black students in honors/AP classes at an integrated…”
• Racial-Ethnic Differences at the Intersection of Math Course-taking and Achievement (2010, background): “To the extent that white students are overrepresented in the most demanding classes even within high-minority schools (Tyson et al. 2005), stereotype threat might well inhibit the academic performance of African American and perhaps Latino students.”
• I (Don't) Hate School: Revisiting Oppositional Culture Theory of Blacks' Resistance to Schooling (2006, background): “…although previous quantitative (Ainsworth-Darnell and Downey 1998; Cook and Ludwig 1997; 1998) and qualitative studies (O’Connor 1997; Akom 2003; Tyson, Darity, and Castellino 2005; Carter 2005) do not find an oppositional culture to be pervasive among blacks during adolescence, it is possible…”
• Social Support and Success in Higher Education: The Influence of On-Campus Support on African American and Latino College Students (2013, background): “Despite Ogbu’s (1993) theory, which suggests that African American and Latino peer groups may be less academically-oriented than are other groups, a recent study of African American adolescents finds that they are generally achievement-oriented (Tyson et al. 2005).”
• The Complexity of Non-Completion: Being Pushed or Pulled to Drop Out of High School (2011, background): “Research conducted by Valdivieso and Nicolau (1994) suggests that Latinos are often forced to take on adult roles and responsibilities earlier than members of other groups.”
• School Crime Control and Prevention (2010, background): “…evidence does not support the claim that a racialized “oppositional culture” is commonplace, it is plausible that peer pressure against being “nerdy” and working hard in school influences the academic achievement of youths in general (Cook and Ludwig 1997, 1998; Tyson, Darity, and Castellino 2005).”