Minority Status, Oppositional Culture, & Schooling

Description

This book is the definitive and final presentation of John Ogbu's cultural ecological model and the many debates that his work has sparked during the past decade. The theory and empirical foundation of Ogbu's scholarship, which some have mistakenly reduced to the "acting white hypothesis," is fully presented and re-visited in this posthumous collection of his new writings plus the works of over 20 scholars. Ogbu's own chapters present how his ideas about minority education and culture developed. Readers will find in these chapters the theoretical roots of his cultural ecological model. The book is organized as a dialogue between John Ogbu and the scholarly community, including his most ardent critics; Ogbu's own work can be read at the same time as his critics have their say. Minority Status, Oppositional Culture, and Schooling examines content, methodological, and policy issues framing the debate on academic achievement, school engagement, and oppositional culture. It brings together in one volume, for the first time, some of the most critical works on these issues as well as examples of programs aimed at re-engagement. In addition to African Americans, it also looks at school engagement among Native American and Latino students. This book is essential reading for anyone interested in the study of the academic achievement gap. Book Cover Title Copyright Contents Tables and Figures Foreword Preface A Note from Marcellina Ada Ogbu Acknowledgments Part I: History and Framework Chapter 1: The History and Status of a Theoretical Debate Chapter 2: Collective Identity and the Burden of “Acting White” in Black History, Community, and Education Chapter 3: Ways of Knowing: The Ethnographic Approach to the Study of Collective Identity and Schooling Chapter 4: Multiple Sources of Peer Pressures among African American Students Chapter 5: Language and Collective Identity among Adults and Students in a Black Community Chapter 6: “Signithia, You Can Do Better Than That”: John Ogbu (and Me) and the Nine Lives Peoples Part II: Collective Identity, Black Americans, and Schooling Chapter 7: High School Students of Color Talk about Accusations of “Acting White” Chapter 8: Black Students’ Identity and Acting White and Black Chapter 9: Reexamining Resistance as Oppositional Behavior: The Nation of Islam and the Creation of a Black Achievement Ideology (The Remix) Chapter 10: What does “Acting White” Actually Mean?: Racial Identity, Adolescent Development, and Academic Achievement among African American Youth Chapter 11: “Excellence” and Student Class, Race, and Gender Cultures Chapter 12: Racial Identity Attitudes, School Achievement, and Academic Self-Efficacy among African American High School Students Part III: Reassessment and Methodological Issues Chapter 13: The Burden of “Acting White”: Do Black Adolescents Disparage Academic Achievement? Chapter 14: A Funny Thing Happened on the Way to Confirming Oppositional Culture Theory Chapter 15: Quantitative Studies of Oppositional Culture: Arguments and Evidence Chapter 16: The Structure of Opportunity and Adolescents’ Academic Achievement Attitudes and Behaviors Chapter 17: Oppositional Identity and Academic Achievement among African American Males Part IV: Cross-Cultural Studies of Identity Chapter 18: Situational Ethnicity and Patterns of School Performance among Immigrant and Nonimmigrant Mexican-Descent Students Chapter 19: Navajo Youth and Anglo Racism: Cultural Integrity and Resistance Chapter 20: A Quantitative Examination of Oppositional Identity among African American and Latino Middle-School Students Chapter 21: Ogbu’s Voluntary and Involuntary Minority Hypothesis and the Politics of Caring Part V: Model Programs and Applications Chapter 22: Forming Academic Identities: Accommodation without Assimilation among Involuntary Minorities Chapter 23: The Minority Achievement Committee: Students Leading Students to Greater Success in School Part VI: Conclusion Chapter 24: Forward-Looking Criticism: Critiques and Enhancements for the Next Generation of the Cultural-Ecological Model Appendix: Black Students’ School Success: Coping with the “Burden of ‘Acting White’ ” Contributors Index