Tatum Book Review 1
Running Head: Book Review, “Why Are All the Black Kids Sitting Together in the Cafeteria?”
Tatum, Ph.D.
A Book Review of Beverly Daniel Tatum’s
“Why Are All the Black Kids Sitting Together in the Cafeteria?”
Misty Sommers-Tackett
Kent State University
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Abstract
Clinical psychologist, Beverly Daniel Tatum, Ph.D., discusses and addresses a demand
for more knowledge about how to handle racism in schools, as well as questions about ways of
talking about racial issues on a daily basis in her book “Why Are All the Black Kids Sitting
Together in the Cafeteria?” (1997). In the following pages, I will discuss key issues that she has
addressed in the book regarding racism as defined by David Wellman. This discussion will also
lead to seven issues that I feel school psychologists should consider in their daily practice.
Finally, I will share some insights that I have pulled from the experience of reading Dr. Tatum’s
book and share what I personally gained from the knowledge and experiences that she shared.
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Introduction of the Book Review
As a clinical psychologist, a teacher, a lecturer, and an African-American woman who
grew up during a time of racial integration in our schools, Beverly Daniel Tatum, Ph.D., creates
a book for the purpose of answering questions that people are asking in schools all over the
United States. Dr. Tatum began her journey of educating people of the Psychology of Racism
years ago in the Black Studies department of a public university. Originally, she explored various
ways to satisfy syllabus requirements to teach students how to explore the subject of racism.
Over the years, through teaching this course and then traveling to various schools and
universities lecturing on the topic, she has encountered a demand for more knowledge about how
to handle racism in schools, as well as questions about ways of talking about racial issues on a
daily basis. The demand for this knowledge became clear, and to handle this demand she created
her book “Why Are All the Black Kids Sitting Together in the Cafeteria?” (1997).
In her national bestseller, Dr. Tatum writes about the discussion of racism and it’s
implications on psychologists and schools. She incorporates knowledge from her studies as a
clinical psychologist, from her experiences as a lecturer on racism, and from her own
background growing up as a woman of color and mother of two children. Her reputation as a
respected university educator and clinical psychologist give her the authority and respect needed
to be able to discuss this sensitive topic, while her experiences and perspective lend insight to
topics that most educators might not have had exposure to in their careers. Not only does she use
her own experiences in her life, but she also draws on others’ experiences and quotes what other
people have said or felt when this topic was presented to them. She draws not only on the
theories of other psychologists, but also on the knowledge of people that have attended her
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lectures. Her integration of examples to accompany the theories described in her book help to
understand the sometimes difficult concepts that are presented.
Critique of the Book
Dr. Tatum begins her book by discussing the importance of knowledge, and lack of
knowledge. It is important to see that, as a nation that is predominantly white, racism is still an
issue that affects our daily lives. Though some of us might think that racism is not an issue today,
there are numerous ways that our nation is still affected by racism. Part of the reason that racism
is still a problem is the fact that people are denying that it exists. Some people simply aren’t
exposed to it. If they have not been part of a minority group that has been subject to hardship
because of their race, they might not see the racism that still happens every day. The lack of
awareness of the problem does not mean that the problem is not there. Spreading knowledge of
the issues surrounding racism and how to prevent it is the first step to combating it.
Defining Racism
Dr. Tatum begins her discussion of racism by reviewing the definition of prejudism and
racism. She does this by first discussing what some people’s reactions are to the words, and what
we might already have as definitions in our heads. Many people believe that prejudism and
racism are interchangeable, however, in Dr. Tatum’s case, she believes that they are definitely
different words. The definition most people are familiar with is the “belief that some races are
inherently superior to others” or “discrimination based on race” (Webster’s II New Riverside
Dictionary, 1984). This definition creates the illusion that racism is a belief that can be held by
an individual, no matter what race they happen to be. By holding on to this definition, it creates
an illusion that racism is something one chooses to participate in, and that it is not the result of an
entire societal system. To accurately discuss racism and the effects that it has on a race of people
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who are in the minority, Dr. Tatum must clarify the definition with which she chooses to base
her discussion for the purposes of this book. To do this, the concept of racism is given a different
light by using the definition proposed by David Wellman. That definition states that racism is
actually a system of advantage based on race (Tatum, 2003, p.7). She uses this new definition to
shed light on a topic that is usually very emotional and controversial. To use this definition opens
up a world of discussions and different viewpoints that might have been looked at in a more
defensive, and possibly offensive, point of view. Using this definition helps both White people
and people of color to appreciate what racism is, and why it is something that affects minorities
and their childhood development. It helps to put the concept of racism into a more concrete and
scientific definition that can be evaluated and studied in order to change the system of advantage
that people of color have been kept from over the years.
Identity
An important part of all people in our nation is knowing who we are. Every person asks
the question “Who am I” at some point in their life. Dr. Tatum discusses the factors in
identifying oneself and how it reflects back upon their “looking glass self” (Tatum, 2003, p.18)
when they see how they are perceived in the world. It’s interesting to learn how people view
themselves differently when they are within a subordinate group instead of a dominate group.
The dominant group will describe themselves with varying characteristics that discuss their
personality, looks, hobbies, etc. Those who are in the subordinate group might emphasize more
characteristics that represent their qualities that put them in that subordinate group. Dr. Tatum
uses the example that people who are in a minority racial category might identify with that
description (Hispanic, Black, Asian) as a part of who they are. Those in a dominant category
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(White) do not seem to identify themselves in that way. As a matter of fact, it seems as though
that characteristic is taken for granted.
Another aspect of the subordinate group’s identity is the constant pressure of making
adjustments for and becoming attuned to the dominant group’s way of life as a means of
survival. It’s a simple concept: to predict and influence what happens to you, you have to gather
information about those who are in power (Tatum, 2003, p.25). This is discussed not only in
terms of race, but also gender and other matters. Unfortunately, this begins to infringe on
people’s sense of identity at times, and when it comes to education it can cause conflict. Mainly,
when a person of color does not feel that they are being treated justly, but still want to take
advantage of the system, they are sometimes made to feel that they have to loose their sense of
identity to be able to achieve the same things that the dominant group achieves. It’s a terrible
feeling to loose that sense of identity, and for some people they would rather loose their
advantage than to loose their sense of identity and self simply because they are being made to
compromise themselves to accommodate the dominant group.
Blackness in a White Context
Though some might believe that the way to solve racism is to find a way to make
everyone seem the same, Dr. Tatum stresses the importance of learning our own individual
identity, and celebrating our differences. It seems obvious that we should all know that we are
each different in our own way, but when it comes to race, or even simpler, skin color, no one
seems to be comfortable talking about the subject. From the time when children are first learning
how different people are, they are also learning that sometimes those differences (and the
questions we have about those differences) aren’t supposed to be talked about. In Dr. Tatum’s
book (2003) she uses an example of a child in a classroom that asks “Why is she so dirty?” when
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the child passes a Black woman (p.36). The mother in the example responded not with an
explanation about why her skin was darker, or about something called Melanin in the skin, but
instead responded with a “Ssh!”. What many don’t realize is that responses like this don’t
answer questions, and instead just leave minds wide open to answer them in their own way
without an educated answer. This not only leaves us uneducated about others, but for some
children of color, it leaves questions unanswered for themselves as well.
The importance of a child’s knowledge of their family history and having role models
that they can relate to is discussed in the chapter “The Early Years” (Tatum, 2003, p.45). Dr.
Tatum brings to light the numerous ways in which all of us have been left in the dark about
African-American history. This lack of education has left gaps in the minds of not just White
people, but in the minds of people of color as well. How can one possibly hope to have a role
model if they have no one to mold themselves after who reminds them of themselves? As a
woman growing up, I know that it was difficult to picture myself wanting to be anything that
resembled a congressman, President, famous football athlete, or physics genius. Women were
simply not seen in that role. Even though there were examples of famous women in history,
those women were portrayed in a role that resembled something of Civil War times when women
could only do things that were acceptable while wearing a dress. How is it that a person of color
could possibly find an appropriate role model if every person in the history book, science book,
and all the other books were White?
In this section of the book, Dr. Tatum emphasizes the importance of communication with
our children, and students, which is open and honest. Even though I think this is something that
is sometimes hard for us to do, I think it is the best advice that can be given on a topic like this.
Adolescent Identity Development
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Dr. Tatum continues to discuss what happens to children as they progress through school
to a much harder stage of adolescence. She discusses a theory of racial identity development
offered by psychologist William Cross that might explain the answer to the burning question
“Why are all the black kids sitting together in the cafeteria?”. Cross’s model is referred to as the
psychology of nigrescence (Tatum, 2003, p.55) and describes five stages of development that
Black Americans go through. Through the discussion of these stages, Dr. Tatum illustrates the
importance of why a Black adolescent feels the need to bond with others who they feel are going
through the same issues that they are. During elementary school, Black children have not yet
reached the stage in their life where they are reaching a heightened awareness that their race is
now having a personal impact on themselves. This usually happens when children transition to
middle school, or sometimes high school, and this is where you are more likely to see people of
color seeking out others who are more like themselves and can understand the trials and
encounters that they are going through. There is much more to these stages of development that
can be discussed and illustrated, and Dr. Tatum goes into wonderful detail describing specific
examples of what it may be like at each of these stages of life. She shows what it might feel like
to be and adolescent struggling to find their identity and a support system within a world where
they do not have the advantage.
Through these stages of life, there is an emphasis on having Black peers and a Black
support system. Dr. Tatum also stresses the importance of parental support in helping to seek out
ongoing opportunities for their children to connect with other Black peers. An alternative to the
cafeteria table is also discussed that seems hopeful and has worked in one community. Not only
does Dr. Tatum explain the possible reasoning behind this question of the cafeteria table, but it is
reassuring that she also mentions how one Massachusetts community was able to work off of this
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issue and produce a program that encouraged and supported African American students within
their school system (Tatum, 2003, p. 71).
Whiteness in a White Context
It’s difficult to cover the topic of racism without trying to understand the point of view
that is seen from the dominant culture. Although a White person cannot claim to be the subject of
racism, racism still affects their life. In the section “Understanding Whiteness in a White
Context” (Tatum, 2003, pp.93-129), Dr. Tatum describes similar stages that someone might go
through if they were White and learning about racism. She describes the feelings that they might
go through, experiencing guilt or shame, and the anger of feeling like they are being grouped
when they have already developed a sense of individuality. These feelings are described and
affirmed by Dr. Tatum, and she gives suggestions to those who might need to understand what
steps they should take to deal with these kinds of feelings.
Also in this section, Dr. Tatum explains the ways that a Caucasian-American can find a
way to define a more positive White identity and use it as an agent of change. Throughout the
entire book, Dr. Tatum emphasizes ways in which we can learn to be actively anti-racist, as
opposed to being passively racist. By using some of her suggestions, we can all find a more
positive way to be agents of change in a racist environment.
Beyond Black and White
It’s wonderful to see that not only does Dr. Tatum recognize the struggles of AfricanAmericans, but she also shows that other people of color have struggles as well. Our nation is
made up of a broad variety of people that have come from every walk of life and every country.
Each of these walks of life have their own backgrounds and their own conflicts with the
dominant culture in America, and in this section of the book she covers other cultures that are
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considered a minority in the U.S. What is important about this section, is that she is able to use
theoretical models originally developed in the context of a Black-White cultural oppression and
transfer the basic tenets of them to use as a general racial identity model.
Breaking the Silence
As important as this topic is, this book would do a great disservice if Dr. Tatum did not
finish it with encouragement to us as individuals to become elements of change. The purpose of
educating people on the topic of racism is the hope that in the end it will somehow bring about a
change in the way people perceive each other. The fear of speaking up is a great fear, but Dr.
Tatum encourages us to make sure that we have a support system of friends that we can fall back
on and ask for support. It is important to know that there are others out there that are trying to be
agents of change as well. Dr. Tatum reminds us that there is a price to be paid for silence (Tatum,
2003, p.200).
Insights of the Book
Through the pages of Dr. Tatum’s book, and through my own past experiences, I have
been given insights about racism as it relates to me as a future school psychologist, as a woman,
as a Caucasian-American, and as a potential example to students that I may come in contact with
over the course of my life. Overall, I can honestly say that I have become a better person having
read this book. I found that Dr. Tatum’s manner and attitude toward the subject of racism made
me feel comfortable reading the text, while still provoking emotion and energy that made me
want to invoke change around me. Unfortunately, I had assumed that I was the kind of person
who was very open-minded and non-prejudiced about the world around me. Through the words
of Dr. Tatum, I learned that everyone has much to learn about themselves, and that none of us
are ever fully aware of the disadvantages suffered by those who might not have the advantage
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that we do. No matter what we may believe, there is surely someone else who is at more of a
disadvantage than ourselves. Dr. Tatum’s book encouraged me to learn more about what it takes
to be actively anti-racist, not only in my personal growth but also in my role as a future school
psychologist.
Within the field of school psychology, there will be numerous challenges given to me to
try to create a more balanced school atmosphere and to be proactive about any stressors within
the school instead of being reactive. Some of the issues that Dr. Tatum brought to my attention
have given me hope that, as a school psychologist, I can find ways to help make the school
system that I will be working in a more positive environment for students of all races while
encouraging the values and role models that will help each students develop their own individual
identity.
7 Issues Discussed that Impact the Role of the School Psychologist
The Mythical Norm
Even after reading Dr. Tatum’s book, I still find myself relating to a mythical norm that
says that those who fall within that mythical norm are valued less than those that do. I know that
this is not true, but it is something that seems to be taught to us at a very young age and is
difficult to reverse after we have grown. In the very first chapter of this book, Dr. Tatum talks
about a mythical norm that is described in an essay by Audre Lorde (Tatum, 2003, p.22). It
basically says that somewhere each one of us knows this mythical norm exists that holds the
power within society. That norm, in America, is defined as white, thin, male, young,
heterosexual, Christian, and financially secure (Tatum, 2003, p.22).
As school psychologists, we have to take into account that racism isn’t the only system of
advantage in our society. There is also sexism, ageism, and numerous other –ism’s. These are
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things that affect all of us at some point in time, unless we truly are young, thin, white, Christian
heterosexual males with a good bank account. Each of us, and each of our students, will at some
point be subject to some system of advantage based on one of these qualities (or other various
qualities), and those who are at a disadvantage are going to need our help, and sometimes
intervention, in order to be successful within their education. The next six issues discuss other
topics that we can use to influence our environment in ways to help those who are at a
disadvantage.
To Learn, or not to Learn?
In Dr. Tatum’s discussion of Domination and Subordination, she identifies ways of
responding to oppressive behavior (Tatum, 2003, pp.23-28). There are two basic strategies of
dealing with this oppression: to attend very closely to the dominant group and become highly
attuned to their behavior and culture, or to not attend to them at all. Regardless of which strategy
a person of color chooses, ultimately either strategy becomes physically and psychologically
taxing (Tatum, 2003, p.26). To attend to the dominant group requires following their rules and
culture, and in a way requires one to sacrifice a certain sense of their own identity. On the other
hand, choosing to ignore the dominant group costs the member of the subordinate group to
sacrifice privileges and learn skills that they may have needed.
During the discussion of this topic, Dr. Tatum used an example, from Herbert Kohl’s
essay “I Won’t Learn from You”, that describes how some students who are forced with choices
within their classrooms that undermine their racial integrity opt to not-learn and reject their
world due to a lack of respect from the person they are trying to learn from. When faced with an
issue of losing your self-identity and learning from someone who refuses to respect your
integrity, or simply not learning but saving your sense of self, it is understandable that students
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of color would feel like they have a lack of control in their environment. It is examples like this
that force us to realize that there needs to be some agent of change in the schools that helps
White teachers understand the viewpoints of their students of color, and helps to educate them on
better communication with their students in their classrooms. School Psychologists need to take
the responsibility to be that agent of change when they see that there may be a problem in a
particular classroom, and try to be proactive about the situation before it begins affecting the
education of the students in that classroom.
Honesty in Communication
A lack of communication can create a multitude of problems. Throughout Dr. Tatum’s
book, it seemed as though honesty through our communications was a theme. Whether it was
shown in the child who wanted to know if her son’s skin was brown because of chocolate milk,
or if it was because of the lack of clearly defined Black role models in our history courses, it
seems as though miscommunication has been the cause of a great deal of problems in our
society.
This book seems to be a great step in correcting some of those problems. I know that, for
me, it was definitely enlightening. Although I would never have considered myself a racist
person, I understand myself, and the society that raised me, much better having read this book.
When I had first looked at the contents of the book, I saw that there were two chapters which
talked about either Blackness or Whiteness in a White context. I was immediately skeptical of
Dr. Tatum’s objectiveness because there was no inclusion of similar chapters on a Black context.
It wasn’t until after I read through the entire book that I realized that there is no Black context.
The basic point of the book was to illustrate the fact that our society is based off of a system of
advantage in which Whites are at the advantage. This was a difficult thing for me to accept at
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first, but after having read this book I understand how I was uneducated about the concept of
racism.
As a school psychologist, I think that the message to use from this book is one of being
open and honest about issues surrounding racism. Not talking about racism is not only ignoring
that there is a problem, but also sends a signal to our students that the topic of racism is not
important enough to solve.
Appropriate Role Models
Learning about the development of racial identity in minority students emphasizes to me
the importance of making sure that there are appropriate role models for students of color. Not
only should there be more educational role models in school staff, but there should also be more
role models in our course curriculum and national history. Students of color should have
advocates within their schools that they feel are there to support, encourage, and stand up for
them when they are faced with issues of racism. This could be anyone from the Principal to the
custodial workers. What is important is that they can visibly see someone that they can relate to
who is able to speak out for them in the school system, and can be there for them when they have
a serious issue that requires an adult’s help.
In some cases, there might not be the appropriate role model for a student. This doesn’t
mean that we suddenly have to hire someone to fill in that gap. That is not always possible. It
doesn’t mean we have to rewrite history to create that role model. But it does mean that we
should find that role model in history, or even in the present, and make sure that the students who
are looking for role models are getting the encouragement that they need to look up to someone
of their culture who can be an encouraging example that they can also do great things.
Black Social Organizations in the schools
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In the section “An Alternative to the Cafeteria Table” (Tatum, 2003, p.71), Dr. Tatum
described a program that was implemented in a Massachusetts middle school called Student
Efficacy Training. This program was not met with great enthusiasm at first, but the impact of the
program was dramatic in its results. Essentially, the program was used to give Black students an
alternative to the cafeteria table where they were able to sit in a meeting with a group of their
Black peers, and two staff members, and be able to freely discuss their experiences with racism,
along with other difficulties that they may be having regarding school, relationships, and other
social issues. The security of the meeting, and the social network that this meeting gave them,
seemed to improve not only their grades, but also their classroom behavior.
I found this information particularly useful, and encouraging. It’s interesting to see that
instead of considering this ‘cafeteria table phenomena’ a problem, that it was actually
encouraged in a more structured atmosphere and it actually helped the students achieve more. I
believe that this example could be used to implement more programs of this sort in middle
schools around the country, where we could help students in racial minorities to move through
the natural stages of racial development in a healthy, encouraging environment. Although there
is no specific Best Practices example for this type of intervention, the use of peer-mediated
groups can be a very important tool for students of color to deal with racism in their school
environment. Not only could this be the most effective way to deal with this important social
health issue, but it could also a more cost and time effective way. From the discussion that Dr.
Tatum gave in her book, it seems as though the long term effects of this particular program in
Boston not only helped the teachers in their classrooms, but also improved the students’
achievement over the course of the year. There were no other costs listed except the time of two
staff members. This did not cost the teachers any time, and supplies for this program seemed
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minimal. Since meetings were held during a time when students would normally be in study hall
or physical education, it seemed as though it also did not cost the students any class time, or after
school time.
White Ethnic Identity
After Dr. Tatum’s discussion on Whiteness in a White Context (Tatum, 2003, pp.93129), I began to realize that in order for there to be healthy interactions between White people
and individuals of color, there should be a strong foundation for a White ethnic identity as well.
For those who have friends of color, a White individual may not be able to understand what they
are going through and could very well loose a close friend without understanding why they are
distancing themselves. It is important for White students to be able to understand their role in
society as well, and also to understand why they may be going through feelings of guilt,
frustration, or anger, and learning appropriate ways to express it. This is another one of those
situations where communication and knowledge can make huge differences in the way people
act out their feelings. If we have ignorant students in our schools, then somewhere along the way
we must have left out an important part of the curriculum.
More than just Black and White
After reading the various stages of racial identity that African-Americans go through, I
began to wonder why it was addressed only towards Black students and not other minority
students. Luckily, Dr. Tatum addressed this when she discussed how some of these theories can
be generalized in her chapters on “Beyond Black and White” (Tatum, 2003, pp.131-192). I think
it’s important to encourage research in families that are multi-racial, as well as minorities other
than Blacks. It would also be beneficial to look into research that would examine the prejudices
and racial trials that non-U.S. students go through. Even though there are racial issues within our
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schools and within our own citizens, there are racial issues that affect those who do not have
citizenship yet as well.
We cannot always generalize information and theories across groups. However, if we can
use theories that have proven effective in the past and try to focus on encouraging all minorities
in developing their “looking glass self”, we are taking one more step towards breaking a cycle of
racism that is affecting the social development of our students.
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References
Alex Thomas, Jeff Grimes Bethesda, MD (Eds.) (2002) Best practices in school psychology, IV
National Association of School Psychologists.
Tatum, B. (2003). “Why Are All the Black Kids Sitting Together in the Cafeteria?” and Other
Conversations About Race. New York: Basic Books.
Webster’s II New Riverside Dictionary (Special Book Club Edition). (1984). New York: Berkley
Publishing Corporation.