Buried in: An empirical analysis of ‘acting white’
Our results are also robust to different notions of academic achievement. We include three additional measures of achievement: math and science grades, participation in academic clubs such as math club, book club, foreign language clubs and so on, and Peabody Picture Vocabulary Test scores. In all cases, the magnitude of the ‘acting white’ coefficient is less than our baseline specifications, though math and science grades and academic clubs are both negative and statistically significant.
Test scores, in lieu of grades, provide different results. The coefficient on the race-achievement interaction is −.003 (.023) for blacks and −.04 (.021) for Hispanics. This is surprising, but quite consistent with the intuition behind ‘acting white,’ assuming that test scores are less observable by one’s peer group than grades. In particular, grades are likely more observable to peers than test scores. In an environment where ‘acting white’ exists, one would expect to see a steeper (negative) relationship between grades and social status. The correlation between test scores and grades is .27.
Bee cause of Black subculture. Ya.