Though I’m sure my name was a hint, I happen to be black. My parents are West African (Mali and Senegal to be exact), and I was born and raised in France. When I was 13, my family and I moved to a suburban community outside of Atlanta. The school I attended, though relatively diverse for Georgia, was majority white. I had an easy time there. I made friends quickly, a lot of them white. To this day, more than ten years later, my friend circle is still very much white, populated by the people I met at my mostly-white high school, or at my mostly-white university, or in my mostly-white neighborhood. I have always attributed my ability to fit into both multicultural and white environments to my personality and my immigrant's need to adapt to whatever environment I'm in.
But recent research published in the American Sociological Association's Sociology of Education journal shows that my gender (male) was one of the determinative factors in the relative ease of my social integration. In an article published last year, Megan M. Holland, a professor at the University of Buffalo and a recent Harvard Ph.D., studied the social impact of a desegregation program on the minority students who were being bussed to a predominantly white high school in suburban Boston. She found that minority boys, because of stereotypes about their supposed athleticism and “coolness,” fit in better than minority girls because the school gave the boys better opportunities to interact with white students. Minority boys participated in sports and non-academic activities at much higher rates. Over the course of her study, she concluded that structural factors in the school as well as racial narratives about minority males resulted in increased social rewards for the boys, while those same factors contributed to the isolation of girls in the diversity program.