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Why are All the Black Kids Sitting Together in the Cafeteria?

Book by Beverly Daniel Tatum · 15 quotes · Black Lives Matter, Blm, Racism

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Why are All the Black Kids Sitting Together in the Cafeteria? Quotes

“One participant described her frustration when she joined the Asian American Association in high school: 'I totally did not fit in...It kind of made me mad because I looked like them, so I felt like I identified with them, but once I got in, I learned I really don't at all.' Caught between the expectations of two groups, [transracial adoptees] often felt rejected by White people due to physical differences and by people of their birth ethnicity due to lack of language and cultural knowledge.”

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“We all have a sphere of influence. Each of us needs to find our own sources of courage so that we can begin to speak. There are many problems to address, and we cannot avoid them indefinitely. We cannot continue to be silent. We must begin to speak, knowing that words alone are insufficient. But I have seen that meaningful dialogue can lead to effective action. Change is possible.”

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“What if I make a mistake?' you may be thinking. 'Racism is a volatile issue, and I don't want to say or do the wrong thing.' In almost forty years of teaching and leading workshops about racism, I have made many mistakes. I have found that a sincere apology and a genuine desire to learn from one's mistakes is usually rewarded with forgiveness. If we wait for perfection, we will never break the silence. The cycle of racism will continue uninterrupted.”

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“In order to prevent chronic discomfort, Whites may learn not to notice. But in not noticing, one loses opportunities for greater insight into oneself and one's experience. A significant dimension of who one is in the world, one's Whiteness, remains uninvestigated and perceptions of daily experience are routinely distorted. Privilege goes unnoticed, and all but the most blatant acts of racial bigotry are ignored. Not noticing requires energy.”

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“Cultural racism—the cultural images and messages that affirm the assumed superiority of Whites and the assumed inferiority of people of color—is like smog in the air. Some days it is so thick it is visible, other times it is less apparent, but always, day in and day out, we are breathing it in.”

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“The particular combination of the explicit communication of high standards and the demonstrated assurance of the teacher's belief in the student's ability to succeed (as evidenced by the effort to provide detailed, constructive feedback) was a powerful intervention for Black students...it was an exceedingly effective way to generate the trust needed to motivate Black students to make their best effort.”

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“...most Americans have internalized the espoused cultural values of fairness and justice for all at the same time that they have been breathing the smog of racial biases and stereotypes pervading popular culture...[it leaves] many Whites feeling uneasy, uncomfortable, and even perhaps fearful in the presence of Black people, often without their conscious awareness of these feelings.”

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“One White woman...wrote: '...I acknowledge the need for White students to listen to minority students when they express anger against a system which has failed them without taking this communication as a personal attack.' Indeed, this is what one young woman of color hoped for: 'When I'm participating in a cross-racial dialogue, I prefer that the people I'm interacting with understand why I react the way I do. When I say that I want understanding, it does not mean that I'm looking for empathy. I merely want people to know why I'm angry and not to be offended by it.' In order for there to be meaningful dialogue, fear, whether of anger or isolation, must eventually give way to risk and trust. A leap of faith must be made. It is not easy, and it required being willing to push past one's fear. Wrote one student, 'At times it feels too risky...but I think if people remain equally committed, it can get easier. It's a very stressful process, but I think the consequences of not exploring racial issues are ultimately far more damaging'.”

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“In the case of the Chicanx population, the US conquest and annexation of Mexican territory (a geographical area extending from Texas to California) following the Mexican American War (1846-1848) created a situation in which people of Mexican ancestry became subject to White domination...It was the general feeling among White settlers that they were superior to Mexicans...The question of how Mexicans should be classified racially was decided in 1897 by Texas courts, which ruled that Mexican Americans were not White. In California, they were classified as 'Caucasian' until 1930, when the state attorney general decided they should be categorized as 'Indians,' though 'not considered "the original American Indians of the US"'.”

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“We can shift a student's focus from the anxiety of proving ability in the face of negative stereotypes to the confidence of improving with effort despite the negative stereotypes. Embracing a theory of intelligence as something that can develop—that can be expanded through effective effort—is something all of us can do to reduce the impact of stereotype threat and increase achievement in all of our students.”

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