Describes the classification of minorities developed by J. Ogbu as autonomous, voluntary (immigrant), and involuntary (nonimmigrant) and explains Ogbu's cultural ecological theory of minority school performance. Implications of the theory for pedagogy are explored. The typology of minority groups is regarded as a heuristic device for analysis.…

Distinguishes between voluntary minorities or immigrants and involuntary minorities who came to another culture against their will or as refugees. Also distinguishes between primary cultural differences that existed before two cultures met and secondary differences that arose after contact. Argues that involuntary minorities have difficulty with…

In addition to encouraging teachers and the schools to recognize and utilize cultural diversity, it will be necessary to persuade minority students to cross-cultural boundaries and make the effort to learn the language and culture of the school so that they can achieve success. (EVL)

This article argues that neither the core curriculum movement or the multicultural education movement adequately address the problem of minority groups who do not do well in public schools. Minorities whose cultural frames of reference are oppositional to the American mainstream cultural frame of reference have greater difficulty crossing cultural…

Demonstrates how minority "group" behaviors and beliefs can have complex and powerful effects on individual learning in the classroom. (HTH)

Three aspects of desegregated schools, dealt with in the other articles in this volume, are discussed: the relation of stratification in the community to social relations and academic identities in the schools; the distinction between school desegregation and school integration; and the problem of time lag in the study of emergent social…

Attempts to define the cultural discontinuity (between schools and students) hypothesis by distinguishing between universal, primary, and secondary discontinuities. Suggests that each of these is associated with a distinct type of school problem, and that secondary cultural discontinuities commonly affect minority students in the United States.…

Educational Anthropology has sought to explain performance differences between groups of students. The real issues are not language, cognitive style, or upbringing. Instead, the differences have to do with unequal educational opportunity, the relationship between minority and majority groups, and the lack of encouragement for minorities in the…

Argues that child socialization is directed toward the development of instrumental competencies related to imperatives that vary across cultures. Criticizes the use of White middle-class standards in developmental research and proposes a cultural ecological model which studies competence in the context of the cultural imperatives of a given…

Two contrasting educational responses to cultural diversity are discussed. One is a core curriculum education movement and the other is a multicultural education movement. It is argued that neither of these responses will have an appreciable effect on the school-learning problems of minorities who have not traditionally done well in school.…

Provides a model for conceptually distinguishing among different kinds of minorities. Applies such distinctions to the school experiences of one castelike minority group (Black Americans) and one immigrant minority group (Chinese Americans) to show why the former but not the latter is characterized by persistent disproportionate school failure.…

A study examined differences between cultural models and educational strategies of three minority groups (African Americans, Chinese Americans, and Mexican American/Latino) to help explain the differences in school performance. Data also provide the first large scale test of J. Ogbu's theory of these school performance differences. Surveys were…

Identifies different types of minorities (i.e., autonomous, immigrant or voluntary, and nonimmigrant or involuntary) and suggests that immigrant minorities are more successful in school and society than involuntary minorities because they view cultural and language differences as barriers to overcome, whereas involuntary minorities develop new,…

Argues for the application of traditional anthropological ethnography in the study of formal education and for broadening the scope of such studies. Suggests an ecological framework that permits a multilevel application of ethnography in formal education. (Author/GC)

Examines community forces underlying the educational problems of African Americans and other voluntary and involuntary minorities. Community forces differentiate minority groups facing similar barriers in society and in schools. Options created by community forces allow choices of action that result in individual differences in schooling outcome.…