This book investigates the complex relationship between racial identity, cultural orientation, and academic achievement among students in diverse school settings. Prudence L. Carter, a sociologist, draws upon extensive qualitative research and interviews with students to challenge the assumption that academic success is inherently tied to a specific racial or cultural performance. She argues that students navigate 'acting white' or 'acting black' through a variety of strategies that are often misunderstood by educators and peers alike.

Scholars in the field of sociology of education frequently cite this work as a critical intervention in the discourse surrounding the achievement gap. Readers often note the academic density of the prose, which provides a nuanced look at how students negotiate their identities within institutional structures.