An Empirical Analysis of 'Acting White'
There is a debate among social scientists regarding the existence of a peer externality commonly referred to as 'acting white.' Using a newly available data set (the National Longitudinal Study of Adolescent Health), which allows one to construct an objective measure of a student's popularity, we demonstrate that there are large racial differences in the relationship between popularity and academic achievement; our (albeit narrow) definition of 'acting white.' The effect is intensified among high achievers and in schools with more interracial contact, but non-existent among students in predominantly black schools or private schools. The patterns in the data appear most consistent with a two-audience signaling model in which investments in education are thought to be indicative of an individual's opportunity costs of peer group loyalty. Other models we consider, such as self-sabotage among black youth or the presence of an oppositional culture, all contradict the data in important ways.
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Copy CitationRoland G. Fryer, Jr. and Paul Torelli, "An Empirical Analysis of 'Acting White'," NBER Working Paper 11334 (2005), https://doi.org/10.3386/w11334.
Non-Technical Summaries
- Black and Hispanic students who earn high grades face social costs in terms of their popularity. In the United States, the academic...