3 leading Black scholars radically reframe the debates surrounding the academic achievement of African American students in this groundbreaking essay collection

A limited Beacon Classics edition, with a gorgeous spot gloss cover and retro, classic palette

The unique social and cultural position Black students occupy—in a society which often devalues and stereotypes African American identity—fundamentally shapes students’ experience of school and sets up unique obstacles. In 3 separate but allied essays, Theresa Perry, Claude Steele, and Asa Hilliard provide an understanding of how these forces work, opening the door to practical, powerful methods for promoting high achievement at all levels.

Theresa Perry opens with illuminating how the dilemmas Black students face are rooted in the experience of race and ethnicity in America, making the task of achievement distinctive and difficult.

Claude Steele follows up with stunningly clear empirical psychological evidence that when Black students believe they are being judged as members of a stereotyped group—rather than as individuals—they do worse on tests.

Finally, Asa Hilliard argues against a variety of false theories and misguided views of African American achievement, sharing examples of real schools, programs, and teachers around the country that allow Black students to achieve at high levels.

Nearly 20 years since its first publication, Young, Gifted, and Black remains a critical text for educators and social justice advocates alike, showcasing the imperative work that must still be done to change the way we talk and think about Black student achievement.

3 leading Black scholars radically reframe the debates surrounding the academic achievement of African American students in this groundbreaking essay collection

A limited Beacon Classics edition, with a gorgeous spot gloss cover and retro, classic palette

The unique social and cultural position Black students occupy—in a society which often devalues and stereotypes African American identity—fundamentally shapes students’ experience of school and sets up unique obstacles. In 3 separate but allied essays, Theresa Perry, Claude Steele, and Asa Hilliard provide an understanding of how these forces work, opening the door to practical, powerful methods for promoting high achievement at all levels.

Theresa Perry opens with illuminating how the dilemmas Black students face are rooted in the experience of race and ethnicity in America, making the task of achievement distinctive and difficult.

Claude Steele follows up with stunningly clear empirical psychological evidence that when Black students believe they are being judged as members of a stereotyped group—rather than as individuals—they do worse on tests.

Finally, Asa Hilliard argues against a variety of false theories and misguided views of African American achievement, sharing examples of real schools, programs, and teachers around the country that allow Black students to achieve at high levels.

Nearly 20 years since its first publication, Young, Gifted, and Black remains a critical text for educators and social justice advocates alike, showcasing the imperative work that must still be done to change the way we talk and think about Black student achievement.

3 leading Black scholars radically reframe the debates surrounding the academic achievement of African American students in this groundbreaking essay collection

A limited Beacon Classics edition, with a gorgeous spot gloss cover and retro, classic palette

The unique social and cultural position Black students occupy—in a society which often devalues and stereotypes African American identity—fundamentally shapes students’ experience of school and sets up unique obstacles. In 3 separate but allied essays, Theresa Perry, Claude Steele, and Asa Hilliard provide an understanding of how these forces work, opening the door to practical, powerful methods for promoting high achievement at all levels.

Theresa Perry opens with illuminating how the dilemmas Black students face are rooted in the experience of race and ethnicity in America, making the task of achievement distinctive and difficult.

Claude Steele follows up with stunningly clear empirical psychological evidence that when Black students believe they are being judged as members of a stereotyped group—rather than as individuals—they do worse on tests.

Finally, Asa Hilliard argues against a variety of false theories and misguided views of African American achievement, sharing examples of real schools, programs, and teachers around the country that allow Black students to achieve at high levels.

Nearly 20 years since its first publication, Young, Gifted, and Black remains a critical text for educators and social justice advocates alike, showcasing the imperative work that must still be done to change the way we talk and think about Black student achievement.