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July 03, 2005


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Re#3: I totally agree.

Re#6: Interesting point that I didn't consider. But what of it?

Re#4: Can you point out where htat was stated. I don't see how I could have missed that one.


Excuse me, I substituted "robust" for "rich" - same difference - page 6...

"While we are cognizant of the complications and nuances of what is meant by 'acting white,' our data are not rich enough to test many of the plausible definitions."


The implications of #6 are several. Fryer states, "[b]y comparing students who attend the same school (and likely live in similar neighborhoods), one controls for different grading standards, social norms, and mean popularity levels across schools." (pg. 15)

I don't agree that is necessarily the case. Given the pervasiveness of residential segregation and the recent mobility of the so-called black middle class, I believe these items need to be teased out a bit more...In NYC, students from many zip codes attend the same school and what defines a neighborhood can change with all the suddeness of a flash flood. Two blocks in one direction can signal drastic changes in neighborhoods, mean income, education levels, etc. The same was true when I lived in Ann Arbor. Rich and poor often live quite close to one another and in many locales, attend the same schools - moreover, the tenacity of shared "cultural items" among black folk suggest there are some serious limitations to making this assumption.

Part of my work involves the review of schools across New York state...there are countless schools with enormous gaps in the education, income, wealth, health, etc. between parents. So, it's not clear to me that this serves as an effective "control."

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