The authors argue that racial discrimination in housing markets need not involve personal contact between agents and renters. Research indicates that Americans can infer race from speech patterns alone, thus offering rental agents an opportunity to discriminate over the phone. To test this hypothesis, the authors designed an audit study to compare male and female speakers of White Middle-Class English, Black Accented English, and Black English Vernacular. The study was conducted during the spring of 1999 in the Philadelphia metropolitan area. The authors found significant racial discrimination that was often exacerbated by class and gender. Poor black women, in particular, experienced the greatest discrimination.

Academic interest in homeschooling has increased over the past decade, as what was once perceived as a marginal development has, in fact, turned into a significant and growing phenomenon. There has been, in recent years, a noticeable surge in African American involvement in the homeschooling movement as well. However, there continues to be a general paucity of research on the motivations of homeschooling Black parents. It is the purpose of this article, using an Afrocentric lens, (a) to explore one of the main reasons African Americans increasingly choose to educate their children at home, namely, their strong desire to protect their children from the ill effects of school-related racism; (b) to provide a historical and philosophical contextualization of the African American experience with racism in schools; and (c) to present empirical evidence regarding African American motivations for homeschooling.

Informed by the Afrocentric quest to "abandon ethnocentric and racist systems of logic and to place the un-discussed in the center of discourse" (Asante, 1990, p. 6), this article challenges oppositional culture theory and the idea of "acting White." More specifically, this article first reveals how oppositional culture theory, at its core, is a culture-of-poverty theory of Black academic underperformance. Second, this article examines the notion of acting White and ties it to the critical literature on Whiteness, in the process demonstrating how it fosters White supremacy by making Whiteness an invisible category. Finally, it is argued that rather than a rejection of academic success, cultural agency is at the heart of Black students' resistance to acting White. It is asserted that at a fundamental level, Black students are seeking liberation from the destructive grips of White supremacy and a culturally affirming way of being human.Since the 1970s, John Ogbu has endeavored in a project to explain the lower academic performance of different marginalized groups relative to the dominant group. In this attempt, he has proposed an ecological theory of academic underperformance that has popularly been known as oppositional culture theory. The theory argues that some racial and ethnic groups underachieve academically because schooling and the educational system are seen as extensions of the dominant culture that threatens their group's cultural

No abstract