Minority Status Oppositional Culture & Schooling

<p>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. </p><p><em>Minority Status, Oppositional Culture, and Schooling</em> 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.</p> <p>@contents: <strong>Selected Contents:</strong></p><p>Table of Contents</p><p>Foreword</p><p>Roslyn A. Mickelson</p><p>Preface</p><p>John U. Ogbu</p><p>A Note from</p><p>Marcellina Ada Ogbu</p><p>Acknowledgments</p><p>Marcellina Ada Ogbu</p><p>PART ONE: HISTORY AND FRAMEWORK</p><p>Chapter 1: The History and Status of a Theoretical Debate</p><p>John U. Ogbu</p><p>Chapter 2: Collective Identity and the Burden of "Acting White" in Black History,</p><p>Community, and Education </p><p>John U. Ogbu</p><p>Chapter 3: Ways of Knowing: The Ethnographic Approach to the Study of Collective</p><p>Identity and Schooling</p><p>John U. Ogbu</p><p>Chapter 4: Multiple Sources of Peer Pressures Among African American Students</p><p>John U. Ogbu</p><p>Chapter 5: Language and Collective Identity Among Adults and Students in a Black </p><p>Community</p><p>John U. Ogbu</p><p>Chapter 6: "Signithia, You Can Do Better Than That": John Ogbu (and Me)</p><p>and the Nine Lives Peoples</p><p>Signithia Fordham</p><p>PART TWO: COLLECTIVE IDENTITY, BLACK AMERICANS, AND SCHOOLING</p><p>Chapter 7: High School Students of Color Talk About Accusations of "Acting White"</p><p>David A. Bergin and Helen C. Cooks</p><p>Chapter 8: Black Students’ Identity and Acting White and Black</p><p>Linwood Cousins</p><p>Chapter 9: Reexamining Resistance as Oppositional Behavior: The Nation of Islam and the</p><p>Creation of a Black Achievement Ideology</p><p>A.A. Akom</p><p>Chapter 10: What Does "Acting White" Actually Mean? Racial Identity, Adolescent </p><p>Development, and Academic Achievement Among African American Youths</p><p>Margaret Beale Spencer and Vinay Harpalani</p><p>Chapter 11: "Excellence" and Student Class, Race, and Gender Cultures</p><p>Lois Weis</p>