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TATUM BOOK CRITIQUE
Tatum Book Critique: Why Are All the Black Kids Sitting Together in the Cafeteria?
Mi N Phan
Cultural Diversity/SOCI-355-WEB 23FA
Pacific Union College
Libna Arroyo, M.A.
November 17, 2023
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TATUM BOOK CRITIQUE
Tatum Book Critique: Why Are All the Black Kids Sitting Together in the Cafeteria?
Beverly Daniel Tatum's book, 'Why Are All the Black Kids Sitting Together in the
Cafeteria?', delves into essential themes surrounding racial identity development in a
multicultural society and the presence of institutional and cultural racism. This critique aims to
explore these themes and their relevance to cultural diversity, as well as suggest strategies to
promote a pluralistic society that celebrates and embraces the unique contributions of every
group.
Theme 1: Racial Identity Development
Tatum navigates the intricate process of racial identity development, starting from
childhood through adolescence and adulthood. She points out that how we see ourselves is often
shaped by how others perceive us, including parents, peers, teachers, and media. For example,
when Tatum's son David was seven, he described himself based on qualities such as intelligence,
enjoying computer games, and being tall for his age. Notably, he did not mention his racial
background, even though he was aware of it. This was because people around him often
commented on his height but rarely mentioned his race (Tatum, 2017, p. 59).
Tatum clarified that young children in preschool start to notice differences in how people
look, particularly skin color, which is a normal part of their cognitive development. This can
sometimes lead them to make broad generalizations. For example, Tatum’s oldest son once
questioned, "Eddie says my skin is brown because I drink too much chocolate milk. Is that true?"
(Tatum, 2017, p. 52). In this instance, Eddie, a three-year-old classmate of Jonathan, who was
White, had noticed a difference in skin color and was curious, trying to reason about it. It shows
that children at his age did not have any idea about race or racism.
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In adolescence, around sixth or seventh grade, when puberty starts, students begin to ask
questions about their identity, pondering, "Who am I?" Young Black individuals, in particular,
often become more aware of their racial identity as they grow older and start experiencing
situations where people make assumptions or treat them differently based on their race (Tatum,
2017, p. 60). Unfortunately, negative stereotypes can adversely affect the performance and selfperception of Black students. The typical media portrayal of a young Black man in handcuffs,
assumed to be involved in criminal activities, has influenced many to regard young Black men
with suspicion and fear (Tatum, 2017, p. 61). Tatum recounts the story of 13-year-old Malcolm
X, who was then known as Malcolm Little, as “a classic tale of racial identity development”
(Tatum, 2017, p. 61). Malcolm, a junior high school student, was exceptionally bright. During a
conversation about his future career aspirations with his English teacher, whom he admired,
Malcolm shared his dream to become a lawyer. However, his teacher discouraged him, asserting,
"That's not a realistic goal," and recommended he consider becoming a carpenter. Malcolm's
teacher suggested that due to his identity as a Black male, pursuing a career in law and politics
was not suitable. Instead, he was encouraged to plan his future differently and be more
"realistic."
The increasing racial awareness among adolescents provides an explanation for the
question posed in Tatum’s book, “Why Are All Black Kids Sitting Together in the Cafeteria?” In
racially mixed high school cafeterias, it is noticeable that Black and White students often sit
together in separate groups, even if they have been classmates since kindergarten. In such
instances, Black students seeking companionship with peers from similar racial backgrounds find
a sense of affirmation and comfort in being around others who share similar challenges and
experiences (Weber, 2019).
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Tatum then continues to guide us in exploring identity development through different
lenses, including Black identity in adults, racial identity for White individuals, and the
complicated aspect of finding racial identity for multiracial people. Addressing the complexity of
identity development for biracial children, Tatum delves into the influence of various racial
combinations, such as Black-White, Black-Asian, Black-Native American, and Asian-White,
among others. The challenges these individuals face arise from their racially ambiguous physical
appearance, leading to complex questions about racial identity, like “What are you?” or “Which
side are you on? Where do you stand?” (Tatum, 2017, p. 125). Especially, for those with one
Black parent and one White parent, navigating identity can be complicated. For instance, a
Black-looking child may experience a sense of being out of place when surrounded by the White
parent’s family members with different physical features, such as blond hair and blue eyes. On
the other hand, they may feel they are “not black enough” compared to other black individuals
(Tatum, 2017, p. 129). Tatum emphasizes the need to understand various aspects of identities,
including race, ethnicity, gender, and religion, particularly when interacting with people from
different backgrounds, in order to foster mutual learning and understanding.
Theme 2: Institutional and Cultural Racism
Another significant theme is institutional and cultural racism, where Tatum distinguishes
between prejudice and racism, emphasizing that racism is “a system of advantage based on race.”
In contrast, prejudice is “a preconceived judgment or opinion, usually based on limited
information” (Tatum, 2017, p. 42). This definition of racism is valuable in helping us to
understand that racism, similar to other types of oppression, is not solely an individual's personal
beliefs rooted in racial bias but rather a system that includes cultural messages, institutional
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policies, and practices, along with the beliefs and behaviors of individuals. The American
Psychological Association defined racism as a form of prejudice, and people tend to use racism
and prejudice interchangeably (Racism, Bias, and Discrimination, n.d.). Tatum insisted on the
correct use of these terms. She observes that limiting racism to prejudiced thinking alone fails to
address its pervasive institutional and cultural dimensions.
Tatum emphasizes that individuals, regardless of their racial background, can harbor
biases, thereby highlighting the universality of this issue. She employs a helpful analogy
involving an airport walkway to illustrate the concepts of active racism, passive racism, and antiracism (Tatum, 2017, p. 43). In an interview with the Chicago Humanities Festival, Tatum
describes that active racism is like walking on the walkway, and passive racism is comparable to
standing still on it, while anti-racism is like walking in the opposite direction of the walkway's
movement. She prompted us to imagine ourselves stepping onto this moving walkway at the
airport. There are policies and practices in place that support racial hierarchies and reinforce
racism in society. Even if we personally did not create these policies, they exist and have an
effect. Some people actively support and move along with these systems, like those in white
supremacist groups. They are actively endorsing racism. Others may not want to go where the
walkway is leading, but if they are just standing still, they will still end up there, just more
slowly. These people who are standing still could be seen as participating in racism in a passive
way. They say, "I don't want to go where this walkway is going," and turn around. Unless they
start moving actively in the opposite direction, they are still heading in that direction, just
backward (Chicago Humanities Festival, 2018). Therefore, to interrupt this cycle and make a
change, we have to intentionally and actively move against it.
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According to Tatum, even though our country is becoming more diverse, segregation
continues to exist in schools and neighborhoods. This segregation is rooted in historical housing
policies such as redlining and racially restrictive covenants. These policies have contributed to
the concentration of people from similar racial and economic backgrounds within the same
neighborhoods.
In the early 20th century, a significant demographic shift occurred as many African
Americans moved to inner cities to pursue industrial jobs. This led to a substantial portion of
white residents relocating to segregated suburbs, a phenomenon commonly referred to as "white
flight." As factories and businesses began to relocate away from the inner cities, African
Americans were left without the steady employment opportunities that had initially drawn them
to these urban areas. Tragically, a significant number of them encountered obstacles when
attempting to move out of the inner city, resulting in increased poverty levels. This complex
situation played a pivotal role in the formation of inner-city ghettos, which have become a
central component of hypersegregation (Wikipedia contributors, n.d.).
Despite the Civil Rights Act of 1968 outlawing housing discrimination, patterns of
hypersegregation persisted, contributing to ongoing racial disparities in housing. Data from the
2000 census showed that 29 metropolitan areas displayed black-white hypersegregation, while
Los Angeles and New York City showed Hispanic-white hypersegregation. Notably, there were
no areas displaying hypersegregation for Asians or Native Americans (Wikipedia contributors,
n.d.).
Residing in hypersegregated communities has negative impacts on people of color,
regardless of socioeconomic status. This segregation extends to the realm of education, as public
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school enrollments are often dictated by neighborhood boundaries. Consequently, this leads to
the separation of students along racial lines, further perpetuating the cycle of segregation and its
associated challenges. This segregation, both residential and educational, underscores the deeply
rooted challenges associated with racial equity and the urgent need for comprehensive solutions.
Despite the existence of racism and prejudice, these topics are not openly discussed by
many, as Tatum suggests that we are living in a “color-silent society”, rather than in a postracial, color-blind society (Tatum, 2017, p. 94). The notion of white privilege, referring to the
unearned socio-cultural advantages bestowed upon white individuals solely due to their race
(McIntosh, 1989), is a prominent concept. Tatum emphasizes the importance of recognizing
these privileges to foster a more equitable society. Denying the existence of race and ignoring
racism can perpetuate the false idea of equal access, place blame on people of color for their
circumstances, and enable ignorance among Whites. Implicit biases, aversive racism, and colorblind racial ideology contribute to racial disparities and discrimination. Acknowledging and
addressing these biases are crucial steps toward nurturing a more equitable society (Tatum, 2017,
p. 94).
Cultural Diversity and its Intersection with Themes
Tatum's exploration of racial identity development, together with racism, stereotypes, and
prejudices, directly interconnects with the realm of cultural diversity. These biases can impact
how we interact with individuals from diverse backgrounds and even lead to culture shock. Race
and racism shaped Tatum’s life from the very beginning. She often was the only black kid in her
classes. She went through college with an interest in understanding the experiences of black
families in predominantly white communities. She learned the psychology of racism and taught
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the class about “group exploration of racism” with primarily white students. Understanding the
historical and contemporary factors contributing to segregation is crucial for fostering cultural
diversity. As Tatum points out, “Cultural identities are not solely determined in response to racial
ideologies, but racism increases the need for a positive self-defined identity in order to survive
psychologically” (Tatum, 2017, p. 119). Breaking down these barriers and promoting inclusive
spaces allows for meaningful interactions and exchanges among people from different racial and
ethnic backgrounds.
Proposal for a Pluralistic Society
To promote a pluralistic society that celebrates and embraces the unique contributions of
every group, several key initiatives should be considered. One crucial step in transforming our
education system is to allocate more funds for teachers in low-income areas, ensuring these
students receive a high-quality education. According to the American University School of
Education, many teachers opt for wealthier areas due to better pay and conditions, affecting the
quality of education in less affluent schools, particularly low-income areas. Additionally, studies
have shown a connection between unqualified teachers and lower academic performance in
students. Therefore, policymakers and school officials should collaborate to attract and retain
qualified educators by increasing teacher funding in low-income areas (5 Ways Policy Makers
Can Improve the Quality of Education, 2019). To avoid discrimination and bias in standardized
tests, it is imperative that those involved in test design should come from diverse backgrounds,
ensuring fairer educational evaluations. Standardized tests should serve to evaluate and improve
the quality of education, rather than closing doors on students aspiring for higher education.
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In an interview with John O’Neil, Tatum emphasizes the importance of fostering cultural
diversity in educational settings by establishing avenues for positive cross-group interactions
among students. For instance, encouraging cooperative learning and diverse workgroups can
contribute to inclusivity. Sports teams provide a model for a cooperative environment facilitating
robust connections across racial boundaries. Hence, there is a need to actively seek and
implement additional opportunities of this nature within school settings (O’Neil, 1997).
When interacting with individuals from diverse cultures or backgrounds, it is crucial to
set aside prejudices and stereotypes, striving for open conversations with respect while
embracing differences. According to the Pluralism Project from Harvard University, pluralism
requires fostering constructive dialogue to uncover both shared understandings and genuine
differences. Moving beyond mere tolerance, we should actively seek knowledge about these
differences (From Diversity to Pluralism, n.d.). These efforts contribute to a society where
individuals not only appreciate but also champion the distinct contributions of every group,
regardless of their differences.
In conclusion, 'Why Are All the Black Kids Sitting Together in the Cafeteria?' provides a
comprehensive examination of critical themes surrounding racial identity development and the
pervasive presence of institutional and cultural racism in our multicultural society. Through
insightful narratives and well-researched analysis, Tatum navigates the complex journey of racial
identity formation from childhood to adulthood, shedding light on the profound influence of
external perceptions on one's self-concept. The book emphasizes the need to understand and
address these issues in a culturally diverse society. Fostering a pluralistic society demands
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proactive measures prioritizing inclusivity, equality, and positive intergroup interactions in
education and beyond.
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References
5 Ways Policy Makers Can Improve the Quality of Education. (2019, April 7). American
University School of Education. Retrieved November 13, 2023, from
https://soeonline.american.edu/blog/5-ways-policy-makers-can-improve-the-quality-ofeducation/#make-funding
Chicago Humanities Festival. (2018, January 10). Beverly Daniel Tatum: Why are all of the
Black kids sitting together in the cafeteria? [Video].
YouTube. https://www.youtube.com/watch?v=PGZniOuoREU
From Diversity to Pluralism. (n.d.). Pluralism Project Harvard University. Retrieved November
14, 2023, from https://pluralism.org/from-diversity-to-pluralism
Loh, T., Coes, C., & Buthe, B. (2020, December 16). Separate and unequal: Persistent
residential segregation is sustaining racial and economic injustice in the U.S. Brookings.
Retrieved November 3, 2023, from https://www.brookings.edu/articles/trend-1-separateand-unequal-neighborhoods-are-sustaining-racial-and-economic-injustice-in-the-us/
McIntosh, P. (1989, July/August). White Privilege: Unpacking the Invisible Knapsack.
University of Maryland, Baltimore County. Retrieved November 3, 2023, from
https://psychology.umbc.edu/files/2016/10/White-Privilege_McIntosh-1989.pdf
O’Neil, J. (1997, December 1). Why Are All the Black Kids Sitting Together? A Conversation
with Beverly Daniel Tatum. Ascd. Retrieved November 1, 2023, from
https://www.ascd.org/el/articles/why-are-all-the-black-kids-sitting-together-aconversation-with-beverly-daniel-tatum
Racism, bias, and discrimination. (n.d.). American Psychological Association. Retrieved
November 3, 2023, from https://www.apa.org/topics/racism-bias-discrimination
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Tatum, B. D. (2017). Why Are All the Black Kids Sitting Together in the Cafeteria? (20th
Anniversary edition). [VitalSource Bookshelf version]. Retrieved from
vbk://9781541616585
Weber, T. (2019, July 14). 20 years later, Beverly Daniel Tatum asks again: 'Why Are All the
Black Kids Sitting Together in the Cafeteria?' MPR News. Retrieved from
https://www.mprnews.org/story/2017/10/10/why-are-all-the-black-kids-sitting-togetherin-the-cafeteria
Wikipedia contributors. (n.d.). Racial segregation in the United States. Wikipedia. Retrieved
November 1, 2023, from
https://en.wikipedia.org/wiki/Racial_segregation_in_the_United_States#Sources