By Sarah Susannah Willie
Sarah Willie asks: what is it wish to be black on campus. for many Black scholars, attending predominantly white universities, it's a fight. Do you are trying to mixture in? Do you are taking a stand? Do you find yourself performing because the token consultant to your complete race? And what approximately these scholars who attend predominantly black universities? How do their stories differ?In performing Black, Sarah Willie interviews fifty five African American alumnae of 2 universities, related other than that one is predominantly white, Northwestern, and one is predominantly black, Howard. What she discovers via their tales, reflected in her personal university adventure , is that the varsity campus is in certain cases the level for an excellent extra severe model of the racial concerns performed out past its partitions. The interviewees speak about "acting white" in a few occasions and "acting black" in others. They deal with race as many various issues, together with a collection of behaviours that they could decide to act out.In appearing Black, Willie situates the non-public tales of her personal event and people of her interviewees inside a timeline of black schooling in the USA and a evaluation of college coverage, with feedback for development for either black and white universities trying to make their campuses really multicultural. within the culture of The soreness of schooling (Routledge, 1996) , Willie captures the painful dilemmas and unpleasant realities African americans needs to face on campus.
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Additional info for Acting Black: College, Identity, and the Performance of Race
11 (Drewry and Doermann 2001:257) The commitment of the federal government to support historically black colleges and universities came from two unlikely bedfellows. First, there were those politicians who were convinced by black college presidents and Civil Rights Movement leaders that supporting greater funding for historically black colleges was simply the right thing to do. And second, there were those legislators whose support of black colleges was based on the desire to minimize black student attendance at historically white campuses (Nabrit 1969:viii).
Perhaps because we were such a small contingent,5 most of us learned not to jump to conclusions about each other. We all came from “unique” situations—educated at private, magnet, or suburban schools, sometimes from the West Indies or Europe, our parents were often very rich or very poor, and we were valedictorians, school presidents, or athletes who had taken Advanced Placement classes. Because of our few numbers, there was rarely anything typical about us. My professors offered different, if related, challenges than did my classmates.
Today’s anti-racist activists find themselves similarly hamstrung by the language of nondiscrimination and rhetorical equality used by their adversaries. Most civil rights activists of the 1960s interpreted the Civil Rights Act to mean that racial designation would no longer be held against people of color or used to exclude them. Today, racial conservatives, and even some liberals, interpret the Civil Rights Act as proof that the nation had successfully made the transition from being a racist country to being a nonracist one.
Acting Black: College, Identity, and the Performance of Race by Sarah Susannah Willie