The Burden of Acting White: Implications for Transition

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dc.contributor.authorChauncey Goff
dc.contributor.authorJames E. Martin
dc.contributor.authorMichael K. Thomas
dc.date.accessioned2016-01-14T19:53:15Z
dc.date.accessioned2016-03-30T15:30:50Z
dc.date.available2016-01-14T19:53:15Z
dc.date.available2016-03-30T15:30:50Z
dc.date.issued2007-12-01
dc.description.abstractThis 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.en_US
dc.description.peerreviewYesen_US
dc.description.peerreviewnoteshttps://us.sagepub.com/en-us/nam/manuscript-submission-guidelinesen_US
dc.identifier.citationGoff, C., Martin, J. E., & Thomas, M. K. (2007). The Burden of Acting White: Implications for Transition. Career Development for Exceptional Individuals, 30(3), 134-146. doi: 10.1177/08857288070300030301en_US
dc.identifier.doi10.1177/08857288070300030301en_US
dc.identifier.urihttp://hdl.handle.net/11244/25150
dc.language.isoen_USen_US
dc.publisherCareer Development for Exceptional Individuals
dc.rights.requestablefalseen_US
dc.titleThe Burden of Acting White: Implications for Transitionen_US
dc.typeResearch Articleen_US

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