Black Fish in a White Pond: Identity Development of African American Students in Predominately White Suburban Schools

The issues that African American students face daily in suburban schools are different from what their White counterparts as well as other African American students living in urban areas face. Such issues are grounded in the cultural and social identity development of individuals. Not only do African American students have to learn to deal with the pitfalls of school but they must navigate the murky waters of identity development at the same time. This notion is underscored by Tatum (1997), who pointed out that "the search for personal identity that intensifies in adolescence can involve several dimensions of an adolescent's life: vocational plans, religious beliefs, values, and preferences, political affiliations and beliefs, gender roles, and ethnic identities." This article briefly explores the sociopolitical context of school as it applies to the cultural identity development of African American students and their education in predominately White, middle-class, suburban schools. Topics of discussion include: (1) cultural and social identity development; (2) sociopolitical context of schooling and multicultural education; (3) minority students and the classroom; and (4) addressing the needs of students of color, particularly African Americans, in predominately White, middle-class, suburban schools.