I was delighted to come across this article in the New York Times that acknowledges people of color having to navigate a "second a world." (helloooooo HOME OF THE URBAN CHAMELEON) Although the article doesn't exactly delve into the complexities of living in those multiple worlds and also how the 20ty/30ty sumptin' generation is doing this, hot damn it's a start. In the meantime, we'll just continue doing it here...
WASHINGTON — They are the children of 1969 — the year that America’s most prestigious universities began aggressively recruiting blacks and Latinos to their nearly all-white campuses.
Forty years later, America is being led, to a striking extent, by a new elite, a cohort of the best and the brightest whose advancement was formed, at least in part, by affirmative action policies. From Barack and Michelle Obama (Columbia, Princeton, Harvard) to Eric Holder (Columbia) to Sonia Sotomayor (Princeton, Yale) to Valerie Jarrett (Michigan, Stanford), the country is now seeing, in full flower, the fruition of this wooing of minorities to institutions that for much of the nation’s history have groomed America’s leaders.
And yet the consequences of that change remain unresolved, as became clear on Friday, when Mr. Obama grappled a second time with the arrest of the Harvard Professor Henry Louis Gates Jr. in his own home.
The incident, the president said, offered the potential to soothe longstanding distrust between minorities and police officers. But it also laid bare another reality, that the children of 1969, even those who now occupy niches at the top of society, regard their status as complicated, ambiguous and vulnerable.
“Whether I were black or white, I think that me commenting on this and hopefully contributing to constructive — as opposed to negative — understandings about the issue, is part of my portfolio,” Mr. Obama said.
It was a reminder that Mr. Obama, in addition to being the most powerful American, is also the fulfillment of the ideals embraced by Ivy League minority recruiters in 1969. Mr. Gates entered Yale that year, as one of 96 black freshmen. Today that number seems small. But there had been only six black students just three years before.
Mr. Gates belonged to the first affirmative action wave at top universities — a wave that continued into the 1970s and the 1980s. I was one of its beneficiaries. A black 17-year-old from Monrovia, Liberia, I was one of some 200 black freshmen at the University of North Carolina at Chapel Hill in 1983.
My first roommate was a white student from Seagrove, N.C., whose SAT scores and grade-point average were higher than mine. Privately, I consoled myself that I had qualifications that she didn’t: I could name the capital of every country in Africa; countries she had never heard of. I knew where the Zambezi River emptied into the Indian Ocean. None of that had been on the SAT.
But every now and then I feared I was faking it, that my white classmates had something I didn’t. There were things they seemed to know instinctively, that I had to look up. I remember getting laughed at during a game of Pictionary when I couldn’t come up with the word for a giant bird landing on a lawn with a baby in its mouth.
My feelings of inadequacy were not unusual, said David L. Evans, the Saturn/Apollo electrical engineer hired by Harvard in 1969 to help lead its affirmative action program. When Mr. Evans visited public high schools in Arkansas in search of promising black students, he was met with skepticism. “Even people who didn’t have any mean-spiritedness would say to the students, ‘You going to be up there with the Kennedys?’ ” he recalled. “ ‘How do you think you can make it there?’ ”
There was anxiety, too, among the originators of race-based affirmative action programs. “The idealistic version of why these universities embraced racial affirmative action is that they said, ‘Hey, we’re in the business of training elites, it would be better for America if there were a diverse elite,’ ” said Nicholas Lemann, dean of Columbia University’s Graduate School of Journalism and author of “The Big Test,” a history of the SAT and the rise of America’s meritocracy. To its architects, the minority recruitment was the next phase for universities that for years had paved the way for whites, particularly the offspring of upper-class alumni, Mr. Lemann said.
“The cynical version of why they did this is they said, ‘We can’t control this country, it’s becoming too diverse, we need to socialize the brighter minorities and make them more like us.’ ”
In many ways, being molded into people “more like us” gave the children of 1969 an advantage denied most of their white counterparts. They learned to navigate within a second world. They also absorbed some of its ideas and values. And they paved the way for the next generation.