The introduction and first four chapters of Beverly Daniel Tatum's Why Are All the Black Kids Sitting Together in the Cafeteria opens well, as Tatum establishes her credibility and she sets her definitions for what she is referencing in race, ethnicity, and how we slowly begin to identify with certain groups. She states after defining racial and ethnic identity, "Throughout this book, I refer to racial identity. It is important... to acknowledge that ethnic identity and racial identity sometimes intersect" (96-97). I like this because we know she thinks of them as two separate ideas, but can also see how they can crossover when we think about how we identify. As the book continues into chapter two, Tatum begins to talk about how we start to find our own ways into different groups.
How we figure out where we belong unconsciously begins when we are asked who we are. When talking to students about their identities, Tatum noticed, "Students of color usually mention their racial or ethnic group... White students who have grown up in a strong ethnic enclaves occasionally mention being Irish or Italian... in general, White students rarely mention being white" (101-102). Having minority groups identify with their specific ethnicity is interesting because it's something people of color feel the need to mention, while White people generally don't even think about the color of their skin. I wish that Tatum had used examples from classes and students besides hers because it would have strengthened her argument about how soon and prominent people choose to think about their race. Having more data from more people would have helped pinpoint when kids begin to look at themselves in one way or another, and see how much they really care about their skin color. If a kid doesn't describe themselves as Black, Asian, or Latinx until later into their life, does that mean they have been protected from these labels? Or have they never thought of race as an important element in their life? I want to know these answers, and I think they would have fit into the first section well. It is understandable why these weren't really discussed in detail here, since this section is purposed as a segway into the rest of the book, but it would have given readers something else to think about as they begin the next part.
Something else that has really caught my attention is the support group situation that has begun in many schools to help Black students succeed. "The opportunity to come together in the company of supportive adults allowed these young Black students to talk about issues that hindered their performance," (156) therefore students are given the chance to be open with adults who understand what they're going through and can get help to work around their obstacles. Discussing this opportunity for Black students shows that though most people can't see it, there are racial issues that have stopped students from doing their best. This is a very thought-provoking idea, and I'm sure Tatum wanted others to consider the possibility of starting programs or communities similar to those she mentions to help minorities rise above their challenges.
Overall, I have thus far found Tatum's book very interesting and taking over my thoughts on how I view how others racially identify versus how I do and ways that people can support one another. Though there is some lacking evidence in the first section, I don't think there's a wasted argument and maybe the idea of when we begin to identify is supposed to be left slightly unanswered for us to consider.
