Signithia Fordham
Biographic Data
| ID | 74738 |
|---|---|
| NAME | Signithia Fordham |
| GIVEN NAMES | Signithia |
| FAMILY NAME | Fordham |
| SIGNATURE | FORDHAM S |
| AFFILIATIONS | University of Rochester |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 682 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 4 |
No Means I Love You
Sexism by Women-Against Other Women
Rejoinder to A. A. Akom's Comment on Fordham's “Strange Career of ‘Acting White’ ”
Beyond Capital High: "On Dual Citizenship and the Strange Career of "Acting White
In this article, I reflect on the strange career of the "burden of 'acting White' " since it attracted widespread popular and academic attention over 20 years ago. I begin by noting that my original definition of "the burden of 'acting White' " should not be confused with a prominent misconception of the problem as the "fear" of "acting White." I then offer a revised definition that has emerged in the wake of the collision of meanings attributed …
My Love Affair With My Arrogant Hair
Signithia Fordham writes elegantly, passionately, and poetically about her relationship with her hair
Signithia, You Can Do Better Than That: John Ogbu (and Me) and the Nine Lives Peoples
"Dissin' "the Standard: Ebonics as Guerrilla Warfare at Capital High
This article analyzes the discourse styles, including the linguistic practices, of a group of African American high school students and offers a twofold conclusion: (1) Ebonics or Black English is the norm against which all other speech practices are evaluated by the students at the research site and (2) "the standard"-that is, the standard English dialect-is constructed as a vernacular. As a vernacular, this discourse is not privileged; indeed, …
Speaking Standard English from Nine to Three: Language as Guerrilla Warfare at Capital High
In this expanded sense, standard English incorporates attitudes and styles of speaking and behaving. Of specific interest here, it includes attitudes of hostility and op position to African American Vernacular English (AAVE) and styles associated with it. Thus, it comes as no surprise that standard English, understood in this broad sense, might be resisted by African Americans, for its “definitions of caste;’ which stigmatize Black speech, extend…
The Politics of Racial Identity: A Pedagogy of Invisibility
A Critical theory informed Review of Blacked Out: Dilemmas of Race, Identity, and Success at Capital High by Signithia Fordham. Chicago, IL: University of Chicago Press, 1996; Unraveling the “Model Minority” Stereotype: Listening to Asian American Youth by Stacey J. Lee. New York: Teachers College Press, 1996, and Latinos and Education: A Critical Reader by Antonia Darder, Rodolfo D. Torres, and Henry Gutierrez (Eds.). New York: Routledge, 1997
Society for Urban Anthropology
Blacked Out: Dilemmas of Race, Identity, and Success at Capital High
Anthony Leeds Award
Those Loud Black Girls: (Black) Women, Silence, and Gender "Passing" in the Academy
This article explores the impact of gender diversity on school achievement. Using data obtained from an ethnographic study of academic success in an urban high school, this analysis examines how the normalized definition of femaleness-white middle-class womanhood-juxtaposed with a two-tiered dominating patriarchy, propels African-American females to resist consuming images that assert their "nothingness". "Loudness",1 thus becomes a metaphor for …
Racelessness as a Factor in Black Students' School Success: Pragmatic Strategy or Pyrrhic Victory
Signithia Fordham presents an analysis of the tensions high-achieving Black students feel when they strive for academic success. Students are pulled by their dual relationships to the indigenous Black fictive-kinship system and the individualistic, competitive ideology of American schools. By analyzing ethnographic data on six high-achieving Black high school students, the author finds that the characteristics required for success in society cont…
Black students' school success: Coping with the ?burden of ?acting white
Black students' school success: Coping with the ?burden of ?acting white
Those Loud Black Girls: (Black) Women, Silence, and Gender "Passing" in the Academy
This article explores the impact of gender diversity on school achievement. Using data obtained from an ethnographic study of academic success in an urban high school, this analysis examines how the normalized definition of femaleness-white middle-class womanhood-juxtaposed with a two-tiered dominating patriarchy, propels African-American females to resist consuming images that assert their "nothingness". "Loudness",1 thus becomes a metaphor for …
"Dissin' "the Standard: Ebonics as Guerrilla Warfare at Capital High
This article analyzes the discourse styles, including the linguistic practices, of a group of African American high school students and offers a twofold conclusion: (1) Ebonics or Black English is the norm against which all other speech practices are evaluated by the students at the research site and (2) "the standard"-that is, the standard English dialect-is constructed as a vernacular. As a vernacular, this discourse is not privileged; indeed, …
Beyond Capital High: "On Dual Citizenship and the Strange Career of "Acting White
In this article, I reflect on the strange career of the "burden of 'acting White' " since it attracted widespread popular and academic attention over 20 years ago. I begin by noting that my original definition of "the burden of 'acting White' " should not be confused with a prominent misconception of the problem as the "fear" of "acting White." I then offer a revised definition that has emerged in the wake of the collision of meanings attributed …
Signithia, You Can Do Better Than That: John Ogbu (and Me) and the Nine Lives Peoples
Rejoinder to A. A. Akom's Comment on Fordham's “Strange Career of ‘Acting White’ ”
My Love Affair With My Arrogant Hair
Signithia Fordham writes elegantly, passionately, and poetically about her relationship with her hair
Black students' school success: Coping with the ?burden of ?acting white
Racelessness as a Factor in Black Students' School Success: Pragmatic Strategy or Pyrrhic Victory
Signithia Fordham presents an analysis of the tensions high-achieving Black students feel when they strive for academic success. Students are pulled by their dual relationships to the indigenous Black fictive-kinship system and the individualistic, competitive ideology of American schools. By analyzing ethnographic data on six high-achieving Black high school students, the author finds that the characteristics required for success in society cont…
Those Loud Black Girls: (Black) Women, Silence, and Gender "Passing" in the Academy
This article explores the impact of gender diversity on school achievement. Using data obtained from an ethnographic study of academic success in an urban high school, this analysis examines how the normalized definition of femaleness-white middle-class womanhood-juxtaposed with a two-tiered dominating patriarchy, propels African-American females to resist consuming images that assert their "nothingness". "Loudness",1 thus becomes a metaphor for …
Blacked Out: Dilemmas of Race, Identity, and Success at Capital High
Anthony Leeds Award
Society for Urban Anthropology
Speaking Standard English from Nine to Three: Language as Guerrilla Warfare at Capital High
In this expanded sense, standard English incorporates attitudes and styles of speaking and behaving. Of specific interest here, it includes attitudes of hostility and op position to African American Vernacular English (AAVE) and styles associated with it. Thus, it comes as no surprise that standard English, understood in this broad sense, might be resisted by African Americans, for its “definitions of caste;’ which stigmatize Black speech, extend…
The Politics of Racial Identity: A Pedagogy of Invisibility
A Critical theory informed Review of Blacked Out: Dilemmas of Race, Identity, and Success at Capital High by Signithia Fordham. Chicago, IL: University of Chicago Press, 1996; Unraveling the “Model Minority” Stereotype: Listening to Asian American Youth by Stacey J. Lee. New York: Teachers College Press, 1996, and Latinos and Education: A Critical Reader by Antonia Darder, Rodolfo D. Torres, and Henry Gutierrez (Eds.). New York: Routledge, 1997
"Dissin' "the Standard: Ebonics as Guerrilla Warfare at Capital High
This article analyzes the discourse styles, including the linguistic practices, of a group of African American high school students and offers a twofold conclusion: (1) Ebonics or Black English is the norm against which all other speech practices are evaluated by the students at the research site and (2) "the standard"-that is, the standard English dialect-is constructed as a vernacular. As a vernacular, this discourse is not privileged; indeed, …
Signithia, You Can Do Better Than That: John Ogbu (and Me) and the Nine Lives Peoples
My Love Affair With My Arrogant Hair
Signithia Fordham writes elegantly, passionately, and poetically about her relationship with her hair
Rejoinder to A. A. Akom's Comment on Fordham's “Strange Career of ‘Acting White’ ”
Beyond Capital High: "On Dual Citizenship and the Strange Career of "Acting White
In this article, I reflect on the strange career of the "burden of 'acting White' " since it attracted widespread popular and academic attention over 20 years ago. I begin by noting that my original definition of "the burden of 'acting White' " should not be confused with a prominent misconception of the problem as the "fear" of "acting White." I then offer a revised definition that has emerged in the wake of the collision of meanings attributed …
No Means I Love You
Sexism by Women-Against Other Women
Sociology (13 works) · Gender Studies (8 works) · Citation (6 works) · Computer Science (6 works) · Library science (6 works) · Political science (6 works) · Anthropology (5 works) · Critical Race Theory in Education (5 works) · Law (4 works) · Politics (4 works)