This chapter critiques how “better” is often code for “whiter.” Through personal and community stories, Michael unpacks how integration via white schools strips Black students of identity, connection, and safety—even as it promises opportunity. The cost of tokenism begins to compound here, especially in education.
”A child cannot be taught by
anyone
that despises him.”
-James Baldwin
Consequences & Repercusions
of the “Better” School(s)
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BONUS CONTENT about Black Boys
🌱 Reflection Questions for BIPOC Readers:
1. The author felt like a "token" in their new school. Have you ever felt like a token in a predominantly white environment? How did that experience impact you?
3. The author's mother chose Neshannock High School based on the community's recommendation that it was the "better school." How do you navigate the balance between seeking better academic opportunities and maintaining your cultural identity and community?
4. Felicia's daughter experienced depression after transferring to a predominantly white school but thrived again when she returned to a more diverse public school. Have you or someone you know had a similar experience? What strategies helped you cope with such transitions?
Questions for White Bodied Readers:
1. How did the author's experience of moving from a diverse school in Florida to a predominantly white school in Pennsylvania challenge your understanding of racial dynamics in educational settings?
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