Picture of author.
9+ Works 2,652 Members 25 Reviews 1 Favorited

About the Author

Beverly Daniel Tatum, PhD, is president emerita of Spelman College and in 2014 received the Award for Outstanding Lifetime Contribution to Psychology, the highest honor presented by the American Psychological Association. She lives in Atlanta, Georgia.
Image credit: Beverly Daniel Tatum at Kenyon College, Feb. 23, 2016

Works by Beverly Daniel Tatum

Associated Works


Common Knowledge



I want to re-read this book because I definitely took it for granted when we read it in undergrad.
ALeighPete | 2 other reviews | Mar 10, 2023 |
Overall a 5: a more intermediate book on racism and racial-ethnic identity that everyone goes through (whether they realize it or not). Empathy and dialog --> let's address anger and move forward together!
ds_db | 12 other reviews | Apr 25, 2022 |
The beginning sets up a LOT of background info that I think draws you away from the ultimate argument, but that might be because I was also on board with the idea that racism A. exists today and B. affects education. That’s not to say I didn’t learn a lot, but I wanted answers more quickly.

Once you get to the actual heart of the book, it is so so so helpful. It’s really insightful and offers concrete tips for being a more effective teacher. Highly recommend!
Sennie_V | 5 other reviews | Mar 22, 2022 |
With a new, 70-page introduction. See also: Whistling Vivaldi, Project READY


Clearly our national diversity is growing rapidly, yet old patterns of segregation persist, most notably in schools and neighborhoods. (3)

Because of residential segregation, economic disadvantage and racial disadvantage are inextricably linked. (9)

A theoretical framework that helps us make sense of what we observe in our daily lives is a very valuable resource. (75)

Stereotypes, omissions, and distortions all contribute to the development of prejudice. (85)

Prejudice is one of the inescapable consequences of living in a racist society. Cultural racism - the cultural images and messages that affirm the assumed superiority of Whites and the assumed inferiority of people of color - is like smog in the air...always...we are breathing it in. (86)

When we think about our multiple identities, most of us will find that we are both dominant and targeted at the same time. But it is the targeted identities that hold our attention and the dominant identities that often go unexamined. (103)

"I Won't Learn From You" essay, Herbert Kohl: "To agree to learn from a stranger who does not respect your integrity causes a major loss of self." (106)

We are better able to resist the negative impact of oppressive messages when we see them coming than when they are invisible to us. (126)

Learning to recognize cultural and institutional racism and other forms of inequity without also learning strategies to respond to them is a prescription for despair. (128)

Anti-Bias Education for Young Children and Ourselves (book) (128)

Blindspot: Hidden Biases of Good People by Banaji & Greenwald (225)
Social science research is also conclusive that, while explicit bias is infrequent, implicit bias (automatic race preference) is pervasive and contributes to the racial discrimination against Black Americans. (225)

"Color-blind racism"/"aversive racism"/"color evasion"/"power evasion" (226-227)

"To deny race and ignore the existence of racism actually causes harm to people of color because it a) falsely perpetuates the myth of equal access and opportunity, b) blames people of color for their lot in life, and c) allows Whites to live their lives in ignorance, naivete, and innocence." (The Myth of Racial Color Blindness, Neville, Gallardo, Wing Sue, 227)

Learning how to have these conversations is a necessary part of moving forward as a healthy society. You can't fix what you can't talk about....Learning to have the conversation is of particular importance for White people who want to see social change. (228)

Bilingual Education Act, 1967 (effectively repealed by NCLB)
[Metaphor of building a strong foundation - i.e. native language other than English - and then building the building across the street] (re: lack of bilingual education, 250)

Historical omissions and distortions don't just affect Native students, they also contribute to the miseducation of everyone else. (264)

"stereotype promise," the performance-enhancing benefit of being expected to succeed. (re: Asian-American students, 279)

[Zhou & Lee on the importance of mind-set as a factor to successful educational outcomes of Asians: effort is more important than ability for achievement] (280)

If you don't know how best to be helpful, ask and then listen. (297)

...the choices parents make about where they live and where their children go to school has implications for identity development. (319)

"When I say that I want understanding, it does not mean that I'm looking for sympathy. I merely want people to know why I'm angry and not to be offended by it." (337)
… (more)
JennyArch | 5 other reviews | Nov 2, 2021 |



You May Also Like

Associated Authors


Also by

Charts & Graphs