227:
its own interests as opposed to the general interests of its racial community. Advocates of Du Bois' ideals believe that
African Americans have lost sight of the importance of uplifting their communities. Rather, they have pursued their own interests and now dwell in the fruits of their "financial gain and strivings." Although the percentage of college-educated African Americans has gone up, it is still far less than the percentage of college-educated White Americans. Therefore, these advocates believe that modern-day members of the "Talented Tenth" should still bear responsibility to use their education to help the African American community, which continues to suffer the effects of racial discrimination.
210:
keep the idea of education around. Taking on a new approach of education being a gateway to new opportunities for all people. However, it was viewed as a step in the wrong direction, a threat of reverting to the old ways of thinking, and continued to promote elitism. This revision while also being an attempt at democratization of the original thesis, was also Du Bois' attempt at creating a program for
African Americans to follow after the war, a way to strengthen their "ideological conscience."
223:
personal interests to lead and better their communities. This, in turn, leads to an "uplift" of those in the Black community. On the other hand, some argue that current generations of college educated
African Americans should not abide by Du Bois' prescriptions, and should indeed pursue their own private interest. That is, they believe that college-educated African Americans are not responsible for bettering their communities, whereas Du Bois thinks that they are.
206:
out problems that
African Americans were facing in their communities, the "Guiding Hundredth" would be open to mending the problems other minority groups were encountering as well. Moreover, Du Bois revised this theory to stress the importance of morality. He wanted the people leading these communities to have values synonymous with altruism and selflessness. Thus, when it came to who would be leading these communities, Du Bois placed morality above education.
76:
68:
249:
197:
economic welfare of Black communities. According to Du Bois, success in business would not only better the economic welfare of Black communities, it would also encourage White people to see Black people as more equal to them, and thus encourage integration and allow
African Americans to enter the mainstream business world.
226:
Advocates of Du Bois' prescriptions explain that key characteristics of the "Talented Tenth" have changed since Du Bois was alive. One author writes, "The potential
Talented Tenth of today is a 'me generation,' not the 'we generation' of the past." That is, the Talented Tenth of today focuses more on
192:
Du Bois believed that college educated
African Americans should set their personal interests aside and use their education to better their communities. Using education to better the African American community meant many things for Du Bois. For one, he believed that the "Talented Tenth" should seek to
230:
In contrast, those not in favor of Du Bois' prescriptions believe that
African Americans have the right to pursue their own interests. Feminist critics specifically, and critics of Du Bois in general, tend to believe that marginalized groups are often "put in boxes" and are expected to either remain
222:
The concept of the "Talented Tenth" and the responsibilities assigned to it by Du Bois have been received both positively and negatively by contemporary critics. Positively, some argue that current generations of college-educated
African Americans abide by Du Bois' prescriptions by sacrificing their
209:
The "Guiding
Hundredth" challenged the proposition that the salvation of African Americans should be left to a select few. It reimagined the concept of black leadership from "The Talented Tenth" by combining racial, cultural, political, and economic ideologies. Without much success, Du Bois tried to
213:
Du Bois emphasized forming alliances with other minority groups because it helped promote equality among all blacks. Both "The Talented Tenth" and "The Guiding Hundredth" exhibit the idea that a plan for political action would need to be evident in order to continue to speak to large populations of
205:
In 1948, Du Bois revised his "Talented Tenth" thesis into the "Guiding Hundredth". This revision was an attempt to democratize the thesis by forming alliances and friendships with other minority groups that also sought to better their conditions in society. Whereas the "Talented Tenth" only pointed
301:
To be a part of this "Talented Tenth," an African American must be college educated. This is a qualification that many view as unattainable for many members of the African American community because the percentage of African Americans in college is much lower than the percentage of White people in
146:
Men we shall have only as we make manhood the object of the work of the schools — intelligence, broad sympathy, knowledge of the world that was and is, and of the relation of men to it — this is the curriculum of that Higher Education which must underlie true life. On this foundation we may build
305:
Some argue that this disparity is the result of government policies. For instance, financial aid for college students in low income families decreased in the 1980s because problems regarding monetary inequality began to be perceived as problems of the past. A lack of financial aid can deter or
196:
That is, Du Bois believed that segregation was a problem that needed to be dealt with, and having African Americans in politics would start the process of dealing with that problem. Moving on, he also believed that an education would allow one to pursue business endeavors that would better the
309:
Moreover, because African Americans make up such a large number of the low income families in the U.S., many African Americans face the problem of their children being placed in poorly funded public schools. Because poor funding often leads to poor education, getting into college will be more
183:
a collection of his writings, Du Bois redefines this notion, acknowledging contributions by other men. He writes that "my own panacea of an earlier day was a flight of class from mass through the development of the Talented Tenth; but the power of this aristocracy of talent was to lie in its
171:
race, like all races, is going to be saved by its exceptional men. The problem of education, then, among Negroes must first of all deal with the Talented Tenth; it is the problem of developing the Best of this race that they may guide the Mass away from the contamination and death of the
214:
black people. In Du Bois' view, black people's ability to express themselves in politics was the epitome of black cultural expression. To gain emancipation was to separate Black and White. The cultures could not combine as a way to avoid and protect the spirit of "the universal black."
235:, receive feminist criticism for exclusively using the word "man", as if only African American men could seek out a college education. According to these feminists, this acts to perpetuate the persistence of a culture that only encourages or allows men to pursue higher education.
310:
difficult for students. Along with a poor education, these schools often lack resources that can prepare students for college. For instance, schools with poor funding do not have college guidance counselors: a resource that many private and well funded public schools have.
1117:
231:
within those constructs or abide by their stereotypes. These critics believe that what an African American decides to do with their college education should not become a stereotype either. Furthermore, many of Du Bois' original texts, including
907:
306:
disable one from pursuing higher education. Thus, since Black and African-American families make up about 2.9 million of the low income families in the U.S., members of the Black community surely encounter this problem.
155:
tried to publicize those views, writing in 1972: "Dr. Du Bois' conviction that it's those who suffered most and have the least to lose that we should look to for our steadfast, dependable and uncompromising leadership."
193:
acquire elite roles in politics. By doing so, Black communities could have representation in government. Representation in government would allow these college educated African Americans to take "racial action."
110:
The "Talented Tenth" refers to the one in ten Black men that have cultivated the ability to become leaders of the Black community by acquiring a college education, writing books, and becoming directly involved in
41:
is a term that designated a leadership class of African Americans in the early 20th century. Although the term was created by white Northern philanthropists, it is primarily associated with
107:
Theodore Roosevelt was president of the United States and industrialization was skyrocketing. Du Bois thought it was a good time for African Americans to advance their positions in society.
1028:
863:
1081:
138:
and some White philanthropists. He saw classical education as the pathway to bettering the Black community and as a basis for what, in the 20th century, would be known as
119:
Du Bois argues that these college educated African American men should sacrifice their personal interests and use their education to lead and better the Black community.
708:
151:
In his later life, Du Bois came to believe that leadership could arise on many levels, and grassroots efforts were also important to social change. His stepson
1137:
96:
590:""The Tenth Talented" v. "The Hundredth Talented": W. E .B. Du Bois's Two Versions on the Leadership of the African American Community in the 20th Century"
767:
147:
bread winning, the skill of hand and quickness of brain, with never a fear lest the child and man mistake the means of living for the object of life.
1112:
963:
1127:
88:
1122:
795:
259:
270:
1033:
684:
1142:
1132:
397:
1107:
288:
1076:
971:
915:
805:
800:
790:
760:
844:
811:
322:
123:
30:
This article is about the African-American leadership class and W. E. B. Du Bois essay. For the hip-hop album, see
1102:
753:
1069:
1023:
665:
47:
998:
931:
857:
1049:
947:
939:
923:
589:
363:
1062:
263:
that states a Knowledge (XXG) editor's personal feelings or presents an original argument about a topic.
836:
890:
852:
367:
135:
127:
56:
473:
313:
Therefore, some argue that Du Bois' prescription or plan for this "Talented Tenth" is unattainable.
885:
328:
152:
139:
92:
646:
567:
559:
456:
448:
131:
75:
87:
The phrase "talented tenth" originated in 1896 among White Northern liberals, specifically the
702:
638:
551:
503:
440:
52:
685:"Students of Color Are Much More Likely to Attend Schools Where Most of Their Peers Are Poor"
817:
776:
630:
601:
543:
432:
359:
332:
42:
1055:
100:
45:, who used it as the title of an influential essay, published in 1903. It appeared in
1096:
1005:
571:
460:
338:
112:
31:
979:
733:
372:
The Negro Problem: a series of articles by representative American Negroes of today
178:
168:
476:, Sep 1903, TeachingAmericanHistory.org, Ashland University, accessed 3 Sep 2008
398:"The Relevance and Redefining of Du Bois's Talented Tenth: Two Centuries Later"
828:
436:
402:
Papers & Publications: Interdisciplinary Journal of Undergraduate Research
67:
17:
642:
555:
547:
444:
955:
606:
1118:
African-American history between emancipation and the civil rights movement
908:
The Suppression of the African Slave-trade to the United States of America
487:
Transcending the Talented Tenth: Black Leaders and American Intellectuals
650:
622:
563:
531:
452:
420:
341:– scholarly institute that published many works of the Talented Tenth.
510:(Spring 2020 ed.), Metaphysics Research Lab, Stanford University
634:
745:
822:
103:
to train Black teachers and elites. In 1903, W.E.B. Du Bois wrote
80:
74:
66:
749:
532:"W. E. B. Du Bois's Evolving Africana Philosophy of Education"
242:
421:"W.E.B. Du Bois's Talented Tenth: A Quantitative Assessment"
260:
personal reflection, personal essay, or argumentative essay
1029:
W.E.B. Du Bois Career of Distinguished Scholarship Award
864:
W. E. B. Du Bois Memorial Centre for Pan African Culture
302:
college. There are multiple explanations for this fact.
266:
122:
He strongly believed that the Black community needed a
91:, a Christian missionary society strongly supported by
1082:
African American founding fathers of the United States
623:"Why Aren't more African Americans Going to College?"
1042:
1016:
990:
899:
873:
783:
374:. New York: James Pott and Company. pp. 31–75.
737:, "Writings," (Library of America, 1986), p. 842
683:Brownstein, Janie Boschma, Ronald (2016-02-29).
325:– Contemporary successors of the Talented Tenth.
144:
126:to reach their full potential, rather than the
761:
184:knowledge and character, not in its wealth."
8:
707:: CS1 maint: multiple names: authors list (
51:, a collection of essays written by leading
474:W.E.B. Du Bois, "The Talented Tenth" (text)
768:
754:
746:
83:, which promoted "Talented Tenth" ideology
627:The Journal of Blacks in Higher Education
605:
289:Learn how and when to remove this message
728:, New York: James Pott and Company, 1903
508:The Stanford Encyclopedia of Philosophy
351:
964:Darkwater: Voices from Within the Veil
700:
594:American, British and Canadian Studies
89:American Baptist Home Mission Society
7:
796:Atlanta Conference of Negro Problems
583:
581:
525:
523:
497:
495:
391:
389:
387:
385:
383:
381:
95:. They had the goal of establishing
1138:Black (human racial classification)
1034:W. E. B. Du Bois Research Institute
419:Battle, Juan; Wright, Earl (2002).
25:
866:(home, burial site, and memorial)
502:Gooding-Williams, Robert (2020),
247:
1077:W.E.B. Du Bois Clubs of America
972:Black Reconstruction in America
916:The Study of the Negro Problems
806:The Exhibit of American Negroes
801:Atlanta Sociological Laboratory
791:W.E.B. Du Bois Boyhood Homesite
331:- similar concept developed by
79:John D. Rockefeller funded the
27:1903 essay by W. E. B. Du Bois
1:
1113:African-American demographics
506:, in Zalta, Edward N. (ed.),
1128:African-American upper class
812:First Pan-African Conference
588:Jucan, Marius (2012-12-01).
323:African-American upper class
218:Contemporary interpretations
1123:African-American literature
489:, New York: Routledge, 1997
1159:
29:
1143:Works by W. E. B. Du Bois
1133:Arts in the United States
437:10.1177/00234702032006002
335:, in a more broad context
1108:African-American culture
1024:W. E. B. Du Bois Library
664:Du Bois, W.E.B. (1903).
548:10.1177/0021934702250021
536:Journal of Black Studies
530:Rabaka, Reiland (2003).
425:Journal of Black Studies
396:King, L'Monique (2013).
932:The Souls of Black Folk
858:Fisk University protest
621:Carnoy, Martin (1994).
607:10.2478/abcsj-2013-0002
201:The "Guiding Hundredth"
1050:Shirley Graham Du Bois
940:The Negro in the South
924:The Philadelphia Negro
408:: 7 – via JSTOR.
269:by rewriting it in an
188:Du Bois and betterment
174:
159:Du Bois writes in his
149:
84:
72:
1063:Encyclopedia Africana
368:Washington, Booker T.
165:
78:
70:
891:Double consciousness
853:Pan-African Congress
666:"The Talented Tenth"
364:"The Talented Tenth"
140:public intellectuals
136:Booker T. Washington
128:industrial education
57:Booker T. Washington
329:Natural aristocracy
124:classical education
117:The Talented Tenth,
105:The Talented Tenth;
93:John D. Rockefeller
838:The Brownies' Book
731:W. E. B. Du Bois,
271:encyclopedic style
258:is written like a
233:The Talented Tenth
132:Atlanta Compromise
85:
73:
63:Historical context
1090:
1089:
1070:The Negro Problem
726:The Negro Problem
670:Project Gutenberg
360:Du Bois, W. E. B.
299:
298:
291:
55:and assembled by
53:African Americans
48:The Negro Problem
16:(Redirected from
1150:
1103:1900s neologisms
818:Niagara Movement
777:W. E. B. Du Bois
770:
763:
756:
747:
713:
712:
706:
698:
696:
695:
680:
674:
673:
661:
655:
654:
618:
612:
611:
609:
585:
576:
575:
527:
518:
517:
516:
515:
504:"W.E.B. Du Bois"
499:
490:
483:
477:
471:
465:
464:
416:
410:
409:
393:
376:
375:
356:
333:Thomas Jefferson
294:
287:
283:
280:
274:
251:
250:
243:
130:promoted by the
43:W. E. B. Du Bois
21:
1158:
1157:
1153:
1152:
1151:
1149:
1148:
1147:
1093:
1092:
1091:
1086:
1056:Yolande Du Bois
1038:
1012:
986:
895:
869:
779:
774:
744:
722:
720:Further reading
717:
716:
699:
693:
691:
682:
681:
677:
663:
662:
658:
635:10.2307/2962468
620:
619:
615:
600:(2012): 27–44.
587:
586:
579:
529:
528:
521:
513:
511:
501:
500:
493:
484:
480:
472:
468:
418:
417:
413:
395:
394:
379:
358:
357:
353:
348:
319:
295:
284:
278:
275:
267:help improve it
264:
252:
248:
241:
220:
203:
190:
65:
35:
28:
23:
22:
15:
12:
11:
5:
1156:
1154:
1146:
1145:
1140:
1135:
1130:
1125:
1120:
1115:
1110:
1105:
1095:
1094:
1088:
1087:
1085:
1084:
1079:
1074:
1066:
1059:
1053:
1046:
1044:
1040:
1039:
1037:
1036:
1031:
1026:
1020:
1018:
1014:
1013:
1011:
1010:
1002:
994:
992:
988:
987:
985:
984:
976:
968:
960:
952:
944:
936:
928:
920:
912:
903:
901:
897:
896:
894:
893:
888:
883:
881:Talented Tenth
877:
875:
871:
870:
868:
867:
861:
855:
850:
842:
834:
826:
820:
815:
809:
803:
798:
793:
787:
785:
781:
780:
775:
773:
772:
765:
758:
750:
743:
742:External links
740:
739:
738:
729:
721:
718:
715:
714:
675:
656:
613:
577:
542:(4): 399–449.
519:
491:
478:
466:
431:(6): 654–672.
411:
377:
350:
349:
347:
344:
343:
342:
336:
326:
318:
315:
297:
296:
255:
253:
246:
240:
237:
219:
216:
202:
199:
189:
186:
161:Talented Tenth
134:, endorsed by
97:Black colleges
64:
61:
39:talented tenth
26:
24:
18:Talented Tenth
14:
13:
10:
9:
6:
4:
3:
2:
1155:
1144:
1141:
1139:
1136:
1134:
1131:
1129:
1126:
1124:
1121:
1119:
1116:
1114:
1111:
1109:
1106:
1104:
1101:
1100:
1098:
1083:
1080:
1078:
1075:
1072:
1071:
1067:
1065:
1064:
1060:
1057:
1054:
1052:(second wife)
1051:
1048:
1047:
1045:
1041:
1035:
1032:
1030:
1027:
1025:
1022:
1021:
1019:
1015:
1008:
1007:
1006:Dark Princess
1003:
1000:
996:
995:
993:
989:
982:
981:
977:
974:
973:
969:
966:
965:
961:
958:
957:
953:
950:
949:
945:
942:
941:
937:
934:
933:
929:
926:
925:
921:
918:
917:
913:
910:
909:
905:
904:
902:
898:
892:
889:
887:
884:
882:
879:
878:
876:
872:
865:
862:
859:
856:
854:
851:
849:
847:
843:
841:
839:
835:
833:
831:
827:
824:
821:
819:
816:
813:
810:
807:
804:
802:
799:
797:
794:
792:
789:
788:
786:
782:
778:
771:
766:
764:
759:
757:
752:
751:
748:
741:
736:
735:
730:
727:
724:
723:
719:
710:
704:
690:
686:
679:
676:
671:
667:
660:
657:
652:
648:
644:
640:
636:
632:
628:
624:
617:
614:
608:
603:
599:
595:
591:
584:
582:
578:
573:
569:
565:
561:
557:
553:
549:
545:
541:
537:
533:
526:
524:
520:
509:
505:
498:
496:
492:
488:
482:
479:
475:
470:
467:
462:
458:
454:
450:
446:
442:
438:
434:
430:
426:
422:
415:
412:
407:
403:
399:
392:
390:
388:
386:
384:
382:
378:
373:
369:
365:
361:
355:
352:
345:
340:
339:Negro Academy
337:
334:
330:
327:
324:
321:
320:
316:
314:
311:
307:
303:
293:
290:
282:
272:
268:
262:
261:
256:This article
254:
245:
244:
239:Attainability
238:
236:
234:
228:
224:
217:
215:
211:
207:
200:
198:
194:
187:
185:
182:
180:
173:
170:
164:
162:
157:
154:
153:David Du Bois
148:
143:
141:
137:
133:
129:
125:
120:
118:
114:
113:social change
108:
106:
102:
98:
94:
90:
82:
77:
71:W.E.B Du Bois
69:
62:
60:
58:
54:
50:
49:
44:
40:
33:
32:Talented 10th
19:
1068:
1061:
1004:
980:Dusk of Dawn
978:
970:
962:
954:
946:
938:
930:
922:
914:
906:
880:
845:
837:
829:
825:(co-founder)
734:Dusk of Dawn
732:
725:
692:. Retrieved
689:The Atlantic
688:
678:
669:
659:
629:(6): 66–69.
626:
616:
597:
593:
539:
535:
512:, retrieved
507:
486:
481:
469:
428:
424:
414:
405:
401:
371:
354:
312:
308:
304:
300:
285:
276:
257:
232:
229:
225:
221:
212:
208:
204:
195:
191:
179:Dusk of Dawn
177:
175:
166:
160:
158:
150:
145:
121:
116:
109:
104:
86:
46:
38:
36:
1073:(1903 book)
900:Non-fiction
860:(1924–1925)
485:Joy James,
163:essay that
1097:Categories
1058:(daughter)
948:John Brown
886:Color line
830:The Crisis
694:2020-11-24
514:2020-11-24
346:References
279:April 2022
999:The Comet
956:The Negro
848:newspaper
643:1077-3711
572:144101148
556:0021-9347
461:143962872
445:0021-9347
176:Later in
101:the South
1001:" (1920)
874:Concepts
840:magazine
832:magazine
703:cite web
362:(1903).
317:See also
1043:Related
991:Fiction
846:Freedom
651:2962468
564:3180873
453:3180968
370:(ed.).
265:Please
1017:Honors
1009:(1928)
983:(1940)
975:(1935)
967:(1920)
959:(1915)
951:(1909)
943:(1907)
935:(1903)
927:(1899)
919:(1898)
911:(1894)
814:(1900)
808:(1900)
649:
641:
570:
562:
554:
459:
451:
443:
172:Worst.
823:NAACP
647:JSTOR
568:S2CID
560:JSTOR
457:S2CID
449:JSTOR
366:. In
169:Negro
115:. In
81:ABHMS
784:Life
709:link
639:ISSN
552:ISSN
441:ISSN
167:The
37:The
631:doi
602:doi
544:doi
433:doi
99:in
1099::
705:}}
701:{{
687:.
668:.
645:.
637:.
625:.
598:19
596:.
592:.
580:^
566:.
558:.
550:.
540:33
538:.
534:.
522:^
494:^
455:.
447:.
439:.
429:32
427:.
423:.
404:.
400:.
380:^
142::
59:.
997:"
769:e
762:t
755:v
711:)
697:.
672:.
653:.
633::
610:.
604::
574:.
546::
463:.
435::
406:2
292:)
286:(
281:)
277:(
273:.
181:,
34:.
20:)
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
