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Their lives illustrate the fact that during the two decades covered by Porter’s novel, even the most promising African Americans could not often surmount the obstacles placed in their way by a racist and indifferent society. Themes and Meanings When he speaks of his desire to be a man, not a “white man’s boy,” Samuel Taylor expresses his desire for equality and dignity, a desire that motivated him and many other African Americans like him to leave the South and to move to the North. Unfortunately, in the North, they often found the same racism and economic injustice that they had expected to leave behind them.

Argues that the plight of the African American in urban communities remained virtually unchanged during the 1980’s, because the African American voice was never taken seriously. Kantrowitz, Barbara. “A Is for Ashanti, B Is for Black . . ” Newsweek 118 (September 23, 1991): 45-48. Reactionary article on the status and the impact of exclusively African American schools in the United States. The article cites critics such as William Bennett, who perceives these schools as antiwhite, commenting on the fact that many Americans see these schools as threatening Western-civilization-oriented curricula.

Africa World Press, 2003. Collection of essays exploring the concept of Afrocentricity as an organizing principle for various disciplines and projects. Includes four essays by Asante. Smith, Willy DeMarcell, and Eva Wells Chunn, eds. Black Education: A Quest for Equity and Excellence. : Transaction, 1989. Compilation of articles portraying African American education in transition. The articles deal with the benefits of school desegregation, higher education, and the impact of federal legislation on African American education.

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