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Coates, Ta-Nehisi. Between the World and Me. One World, an Imprint of Random House, a Division of Penguin Random House LLC, 2015.

Brown, Austin Channing. I'm Still Here. Crowning Publishing Group, 2018.

Lyles, Charlise. Do I Dare Disturb the Universe?: from the Projects to Prep School: a Memoir. Gray & Company, Publishers, 2008.

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The following books, Ta-Nehsis's Between the World and Me, Austin Channing Brown I'm Still Here and Charlise Lyles' Do I Dare Disturb The Universe?: From the Projects to Prep School, each tell us similar stories about the unfair disadvantages black people face in education, and job privileges.

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“...the organization wanted our racial diversity without our diversity of thought and culture” (Brown 69).
Brown was hired only for statistical numbers. Over the months of working in the organization, she began to realize the company didn't want her for her unique thoughts and culture, but instead, to fill a "black spot" and declare diversity.

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“To be educated in Baltimore meant always packing an extra number 2 pencil… educated children never offered excuses-certainly not childhood itself. The world had no time for the childhoods of black boys and girls” (25, Coates).

Coates is saying being black meant having no time to be a kid. You aren’t allowed to have a childhood, aren’t allowed to make mistakes or have misunderstandings.

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“When our elders presented school to us, they did not present it as a place of high learning but as a means of escape from death and penal warehousing. Fully 60 percent of all young black men who drop out of high school will go to jail” (26-27, Coates).

Coates is saying that his parents saw school as a way for him to stay out of jail, rather than a way to get a better education. The widespread American belief is that uneducated black people are bad and will end up in jail.

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"Who would understand the world from which I came, a world away from the privilege and prestige of Hawken? Who would accept me as I was, just a girl growing up Afro and American, a girl who had to fend off would-be molesters on her knees in cold puddles of piss in the hallway of a public housing project, a girl who dreamed that someday her jobless father would find work, move back home, and read great books with her" (Lyles 203).

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“In every previous classroom, I had been responsible for decoding teachers’ references to white-middle class experiences” (Brown 53).
Brown explains how most teachers always made references focused on white culture that she and other black students would not understand. For example, a teacher said "it's like how you was your hair everyday". Brown goes on to explain how black people wash their hair monthly and other examples of how white culture bleeds into the curriculum.

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"I traded in the bliss of childhood for the serious business of blackness and was better for it. Never again could I play innocently with blue-eyed, blonde, ruddy-cheeked baby dolls" (Lyles 78).