Signithea Fordham＇s 1986 ethnographic study of a mostly black high school in Washington, D.C., BlackStudents＇School Success, concluded that many behaviors associated with high achievement—speakingstandard English, studying long hours, striving to get good grades—were regarded as “acting white.＂Fordham further concluded that “many black students limit their academic success so their peers won＇t thinkthey are ｀acting white＇.＂[…]. It seemed to me that certain things I valued---hard work, initiative, articulateness, education—werenot solely white people＇s prerogative.1－ 697 年建國後西醫 ‧ 全套詳解Trouble begins, however, when students lower their standards in response to peer pressure. Such a retreatfrom achievement has potentially horrendous effects on the black community.Even more disturbing is the rationale behind the “acting white＂ accusation. It seems that, on asubconscious level, some black students wonder whether success—in particular, academic success—is a purelywhite domain.In his essay “On being Black and Middle Class,＂ in The Content of Our Character(1990), Shelby Steele,a black scholar at San Jose State University, argues that certain “middle-class＂ values—the work ethic,education, initiative—by encouraging “individualism, ＂ encourage identification with American society,rather than with race. The ultimate result is integration.But, Steele argues, the racial identification that emerged during the 1960s, and that still persists, urgesmiddle-class blacks to view themselves as an embattled minority; to take an adversarial stance toward themainstream. It emphasizes ethnic consciousness over individualism.Steele says that this form of black identification emerged in the civil-rights effort to obtain full racialequality, an effort that demanded that blacks present themselves (by and large) as a racial monolith: a singlemass with the common experience of oppression. So blackness became virtually synonymous with victimizationand the characteristics associated with it: lack of education and poverty.I agree with Steele that a monolithic form of racial identification persists. The ideas of the black as avictim and the black as inferior have been too much entrenched in cultural imagery and too much enforced bycustom and law not to have damaged the collective black psyche.This damage is so severe that some black adolescents still believe that success is a white prerogative—thewhite “turf.＂ These young people view the turf as inaccessible, both because (among other reasons) theydoubt their own abilities and because they generally envision whites as, if not outspoken racists, people who aremildly interested in “keeping blacks down.＂The result of identifying oneself as a victim can be, “Why even try? It＇s a white man＇s world.＂
46. In the passage above, one sentence is missing between the first two paragraphs. Which of the followingis it?
(A) Frankly, I never took the “acting white＂ accusation seriously.
(B) Honestly, I didn＇t share Fordham＇s view that school success meant “acting white.＂
(C) Precisely, I observed that many black students limited their potentials to avoid “acting white.＂
(D) Indeed, I used to believe that school success accounted for the “acting white＂ accusation.
(E) Unfortunately, school success was characteristic of Caucasian Americans.