Mexican Americans are a population that has significantly increased over the years in the United States. Despite their growth, many still face barriers in their pursuit of success and are at increased risk for poorer outcomes. Many explanations, such as acculturation, have been sought as potential contributors to poorer outcomes seen among Mexican Americans, particularly in academic settings. As an alternative explanation to acculturation, Fordham and Ogbu (1986) proposed that many of the negative outcomes in academic performance seen among African Americans could be attributed to the within-group processes that ostracized those who exhibited behaviors deemed “White.” Since the emergence of the “acting White” thesis, significant research has emerged in the hopes of either proving or disproving the tenants of the thesis. What has emerged is that some minorities have experienced pressures to conform and that many utilize a set of strategies that allow them to negotiate their multicultural contexts. However, most of the literature has focused on the experiences of African Americans; meanwhile research has been limited among other ethnicities who may share similar experiences. This report proposes a study that would attempt to examine whether Mexican Americans experience social pressures to conform to within-group cultural expectations. This study would also explore how Mexican American youth negotiate their ethnic peer cultures and school environments. In addition, potential psychological stressors related to accusations of “acting White” and perceived social pressures would also be explored. / text

Individuals of Mexican descent have resided in the United States for more than a century and a half and during that time have experienced varying degrees of acceptance. As American society has generally adopted the view that "foreigners" should assimilate to mainstream American culture, many individuals of Mexican descent have faced demands to distance themselves from their culture in order to adopt the behaviors and values consistent with White American culture. While many ethnic groups may have faced similar circumstances, the experiences of individuals of Mexican descent may differ from those of others due to the close proximity of Mexico to the United States and the constant flow of Mexican immigrants, which together may contribute to their retention of their native culture. As individuals of Mexican descent experience greater contact with their native and White American culture, particularly while in pursuit in success, it becomes necessary to understand what pressures individuals experience when among their White American and same-ethnicity peers. Furthermore, it is necessary to examine how they negotiate their bicultural contexts in response to the pressures they face. Using a sample of university student who were of Mexican descent, this study employed qualitative methods and select measures to explore their perceptions of pressures faced and adaptive strategies utilized when among their White American and same-ethnicity peers. The results from the present study indicated that the participants believed their culture continues to be seen as inferior and is unaccepted by White Americans. As a result of their beliefs, which were reinforced by their minority status, stereotypes, and intergroup experiences, many reported experiencing distress when among their White peers. Among their same-ethnicity peers, many reported experiencing pressure to remain connected to their culture. Despite different definitions of what remaining connected meant, the most commonly referenced criterion included being fluent in Spanish and having to overcome struggles. In order to negotiate their bicultural settings, the majority of the participants utilized an adaptive approach to their bicultural contexts that allowed them the flexibility to draw from both cultures in a manner that was consistent with their values, beliefs, and cultural identity. / text

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This study is a critical ethnography that examines the relationship between the racial-identity, coping strategies and educational aspirations of two African American males who live (and attend school) in a predominantly White community. The participants reside in a Northeastern state where the African-American population is below 3%. Although they live in different parts of the state, symbols like the Confederate flag were regularly seen inside and outside of both high schools. Critical Race Theory (CRT) is the primary interpretive framework used in this study. However, theory from educational psychology and sociology were also included. Through semi-structured interviews, on-site observations, and artifact analysis (e.g. high school transcripts, SAT scores, and samples of creative writing), this research advances the understanding of how being Black in a predominantly White community affected the participants' identity, coping strategies and educational experiences. Similar to how any system functions, the participants' identity, coping strategies and educational aspirations were nested and dependent upon each other. This included a number of balancing and re-enforcing feedback loops. Although this study is qualitative and cannot be generalized, the experiences of the participants were similar. The difference was in their coping strategies. The predominant culture that currently exists in most communities and educational institutions is deeply embedded in racism. This is systemic. It is time all institutions move forward and embrace diversity. Similar to the earth's resources, race relations must be sustained if we are to create a prosperous world for future generations. Key Words: achievement, acting-White, agency, aspirations, identity, racism, resilience, stereotyping and self-efficacy.

There is conflicting evidence on Black parenting, specifically Black mothers as it relates to their educational participation in their children’s lives. This study focuses on the intersection of Black parenting, specifically single Black mothers, their Black experience in society, and their participation in the educational experiences of their daughters. There is a need to explore the experiences, behaviors, and actions of single Black mothers as they raise their daughters from early childhood to high school. For example, some research depicts Black mothers as uncaring about their children’s education. The purpose of this study is to examine how these single Black mothers educate and care for their daughters to provide additional insight. The following areas of research were highlighted: the Black experience, the Black family, cultural roles of Black women, the Black mother’s standpoint, and the culture of acting white. The concept addressed in this study is the resiliency of the Black mothers. The statement of the problem is drawn from motherwork, a theoretical framework that looks at distinct ways Black mothers navigate the education experiences of their children. The research questions and qualitative methodological approach of portraiture is different from traditional qualitative work, which focuses on the goodness of the research participant, instead of the failure of research participants. Portraiture paints a portrait of the research participant with words and allows for in-depth dialogue. Some current research depicts single mothers in a negative perspective. This study provides additional insight on how single Black mothers educate and care for their daughters. This additional information may be applicable to all parents and educators and serves as another source about motherhood for children being raised from early childhood to high school. / text

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The academic intensity of one's high school experience is most important to success in college. Tracking causes in-school segregation that most often results in low levels of participation by students of color and low socioeconomic status (SES) in upper level classes, including Advanced Placement (AP). Using a practitioner's vantage point, this dissertation is a mixed-method case study of AP course-taking at one inner-ring suburban high school that eliminated its lowest track prior to the first year of data analysis and allowed open enrollment to AP courses prior to the third. To track the impact of these changes, five years of AP course-taking data were analyzed for participation by students of color and those of low SES. The data revealed an increase in AP course enrollment by students of color from 12% to 22%, and by students of low SES from 2% to 8%. Interviews with 19 influential educators followed the quantitative analysis. In five years, this diverse Pennsylvania public high school moved from a system characterized by a number of barriers preventing low-income and minority students from taking higher level courses to an institution that has provided a rich choice of AP course offerings, established a Black Scholars program to encourage the academic success of students of color, and created open enrollment to its AP courses. While all teachers had some struggles adjusting to teaching AP courses in open enrollment era, teachers assumed either a resistant stance and intimidating approach to non-traditional AP students or a progressive stance, inviting and supporting non-traditional students in their course. Those teachers who created an emotionally and academically safe environment, expressed caring for their students, and employed flexible approaches to instruction and assessment attracted the most diverse set of students to their AP courses. Lincoln is not necessarily a model school as more work is needed to continue to create rigorous, inclusive learning environments in all classes, yet this study indicates that if students have the opportunity to take on challenging coursework like AP and work to master the course with the support of excellent teachers, long-term reward is sure to follow. / Educational Leadership

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