Books Explore Why Achievement Gap Persists ; Racism and Low Expectations Continue to Limit the Academic Potential of Young African- Americans in This Country

By Marjorie Coeyman writer of The Christian Science Monitor | The Christian Science Monitor, March 25, 2003 | Go to article overview

Books Explore Why Achievement Gap Persists ; Racism and Low Expectations Continue to Limit the Academic Potential of Young African- Americans in This Country


Marjorie Coeyman writer of The Christian Science Monitor, The Christian Science Monitor


One of the most perplexing and stubborn problems haunting US education today is the racial gap. While measures of black achievement in other areas of life are on the rise - income level, home ownership - the distance between black and white students' test scores is not narrowing at the same pace.

And although many more African-American students attend college today than in the past, their dropout rate is 20 percent higher than that of white peers, while their marks average about two-thirds of a grade below that of white students.

It's a problem that four new books by black authors come at from different angles. Although three of the books are about personal experiences, while a fourth approaches it from an academic viewpoint, all shed light on a common problem: the damage that racism and low expectations continue to inflict on black academic achievement.

The most immediately practical of the four is Morning by Morning: How We Home-Schooled Our African-American Sons to the Ivy League by Paula Penn-Nabrit (Villard Books, 285 pps).

Home schooling was an option Ms. Penn-Nabrit and her husband Charles came to only with reluctance. Mr. Penn-Nabrit's uncle James Nabrit was one of the attorneys who argued Brown v. Board of Education before the US Supreme Court in 1954, and the family valued the public-school experience.

But after their sons encountered racial incidents at both public and private schools, their parents worried that continuing to learn in a predominantly white atmosphere might be harmful.

Many parents will look enviously at the result of this family's home schooling experiment: Two sons were admitted to Princeton University in New Jersey, while a third attended Amherst College in Massachusetts.

In the book, however, Penn-Nabrit is candid about the things she felt she could have done better. Each chapter finishes with advice for parents, most of which transcends issues of both race and homeschooling. ("Education is more than academics." "It's okay if your kids get angry at you - they'll get over it!")

Ultimately, this is a how-to book for parents with children of any color, but it carries with it a troubling subtext: These talented young men might have remained in public school if their parents had believed they would get a fair shake.

Very different was the experience of Horace Porter, who tells his story in The Making of a Black Scholar: From Georgia to the Ivy League (University of Iowa Press, 149 pp.).

As a child with a powerful hunger for books, Dr. Porter was bewildered when white staff at his local library treated him as if he didn't belong there. There were few adults to encourage him. But largely on his own, he read and studied his way to a scholarship to Amherst College.

At Amherst, however, he encountered other forms of discomfort. Some were simply cultural - he didn't know his roommate would think it odd when he knelt to say his prayers at night, and he had trouble choking down the rare meat and less spicy food the other students considered standard fare.

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