Showing papers in "Anthropology & Education Quarterly in 1997"
TL;DR: The Dreamkeepers: Successful Teachers of African American Children by Gloria Ladson-Billings as mentioned in this paper is a popular book for African American children. 187 pp. San Francisco: Jossey-Bass Publishers
Abstract: The Dreamkeepers: Successful Teachers of African American Children. Gloria Ladson-Billings. San Francisco: Jossey-Bass Publishers, 1994. 187 pp.
1,676 citations
TL;DR: Con Respeto: Bridging the Distances between Culturally Diverse Families and Schools, An Ethnographic Portrait Guadalupe Valdes New York: Teachers College Press, 1996 as discussed by the authors
Abstract: Con Respeto: Bridging the Distances between Culturally Diverse Families and Schools, An Ethnographic Portrait Guadalupe Valdes New York: Teachers College Press, 1996. 237 pp.
700 citations
TL;DR: Gandara as mentioned in this paper, The Educational Mobility of Low-Income Chicanos: Over the Ivy Walls: The educational mobility of low-income chicanos. Albany: State University of New York Press, 1995.
Abstract: Over the Ivy Walls: The Educational Mobility of Low-Income Chicanos. Patricia Gandara. Albany: State University of New York Press, 1995. 151 pp.
220 citations
TL;DR: The authors found that minority youth do better in school when they feel strongly anchored in the identities of their families, communities, and peers and when they are supported in pursuing a strategy of selective or additive acculturation.
Abstract: Drawing on both international and U.S. studies, this article takes stock of what recent ethnographic research on immigrant and involuntary minority youth reveals about variability in school performance. Empirical reality proves to be far more complex than what can be explained through dichotomous typologies of accommodation and resistance, success and failure, or immigrant and involuntary minorities. Moreover, minority youth do better in school when they feel strongly anchored in the identities of their families, communities, and peers and when they feel supported in pursuing a strategy of selective or additive acculturation.
190 citations
TL;DR: This paper reviewed the most important recent data on the educational experiences and achievements of minority students, focusing on the attainments of students during the years of compulsory schooling, and explored some of the social processes that lie behind the statistics, especially concerning teacher racism and student adaptations.
Abstract: This article examines recent research on the variability of educational performance in Britain. The composition of Britain's minority population is reviewed, followed by a discussion of differences in attainment. The bulk of the article explores some of the social processes that lie behind the statistics, especially concerning teacher racism and student adaptations. The possibilities for improvement at the school level are considered briefly within the context of national reforms that prioritize market principles and marginalize equality concerns. Although Britain has never been a homogeneous nation, it was only in the late 1950s and early 1960s that educationalists began seriously to consider the importance of ethnic diversity. This coincided with a period of increased immigration control that sought to end large-scale migration from the Indian subcontinent and the Caribbean. The dominant conception of minority students was as a problem: a threat to standards and order. Although political rhetoric has changed, and community and practitioner pressure has won certain victories, students of color continue to occupy a marginal place in the British educational system. In this article I review the most important recent data on the educational experiences and achievements of minority students. My main focus is on the attainments of students during the years of compulsory schooling
105 citations
TL;DR: In this paper, the educational achievement data of minority francophone, aboriginal, and African Canadian students using Ogbu's (1978, 1992) distinction between voluntary and involuntary minorities was used to highlight the impact of status and power relations on student achievement.
Abstract: To what extent can we account for the educational achievement data of minority francophone, aboriginal, and African Canadian students using Ogbu's (1978, 1992) distinction between voluntary and involuntary minorities? While Ogbu's distinction is useful in highlighting the impact of status and power relations on student achievement, a more flexible and inclusive framework is needed to account for the variability of academic outcomes and to plan educational interventions that will challenge the way school failure is constructed. Academic growth among subordinated-group students will result only from educator-student interactions that actively promote collaborative relations of power and contest the still pervasive influence of coercive relations of power.
94 citations
TL;DR: In this paper, the authors analyze the effect of the Republican model on the social and economic integration of immigrants in French society and reveal that the enforcement of this model is still producing the desired manifestations of cultural assimilation, but that it has become much less effective in promoting the social integration of immigrant groups, and that competing alternative models, especially neoliberal ones, might progressively play a central role.
Abstract: The perception and treatment of immigrants in French society have been strongly influenced by an ideology of integration known as the Republican model, a model that relies on state institutions and particularly on schools for its transmission. Analysis of the schooling of immigrants in the 1990s reveals that the enforcement of this model is still producing the desired manifestations of cultural assimilation, but that it has become much less effective in promoting the social and economic integration of immigrant groups. As a result, competing alternative models, especially neoliberal ones, might progressively play a central role.
79 citations
TL;DR: The Bell Curve Wars: Race, Intelligence, and the Future of America as mentioned in this paper, ed. Steven Fraser, ed., 1995. New York, NY: Basic Books, 216 pp.
Abstract: The Bell Curve Wars: Race, Intelligence, and the Future of America. Steven Fraser, ed. New York, NY: Basic Books, 1995. 216 pp.
76 citations
TL;DR: The Leaning Ivory Tower: Latino Professors in American Universities as discussed by the authors, by Raymond V. Padilla and Rudolfo Chavez Chavez, eds., 1995. 217 pp.
Abstract: The Leaning Ivory Tower: Latino Professors in American Universities. Raymond V. Padilla and Rudolfo Chavez Chavez, eds. Albany: State University of New York Press, 1995. 217 pp.
65 citations
TL;DR: This article explored the educational position of ethnic minority students in the Netherlands from a cultural-ecological perspective and concluded that cultural as well as educational differences between schools and parents have an impact on the school performance of minority students and that Ogbu's typology needs to be reconsidered.
Abstract: Ethnic minority students in the Netherlands have substantial educational disadvantages compared with Dutch students. Equally striking are the differences in school performance among the various ethnic minority groups. In this article, the educational position of ethnic minority students in the Netherlands is explored from a cultural-ecological perspective. The article concludes that cultural as well as educational differences between schools and parents have an impact on the school performance of ethnic minority students and that Ogbu's typology needs to be reconsidered.
60 citations
TL;DR: In this article, the authors present an educational rationale for using oral history to teach students that there are multiple sources of knowledge and ways to seek valid information and present a case study to explore the funds of knowledge within an extended Puerto Rican family.
Abstract: This article presents an educational rationale for using oral history to teach students that there are multiple sources of knowledge and ways to seek valid information. A case study to explore the funds of knowledge within an extended Puerto Rican family is used illustratively. The study describes the leadership role played by one grandmother as the family participated in multiple migrations, describes creative ways employed by her and other women to reestablish the community, and challenges some stereotypes of Latinas.
TL;DR: In this article, a study of three young adolescents in their home, neighborhood, school, and peer cultures, and contextually analyzes their uses and interpretations of television is presented.
Abstract: Using a cultural studies approach, this study situates three young adolescents in their home, neighborhood, school, and peer cultures, and contextually analyzes their uses and interpretations of television. Analyses of each student's favorite television persona illuminate each of their identity projects, which are a primary kind of cultural acquisition process. I find qualitative differences in their everyday learning within television culture as compared to local cultures, although their learning about social power across cultures is reciprocal.
TL;DR: This article examined how peer interaction may influence Chinese American high school students to adopt strategies of accommodation or resistance, and found that the choice of strategy arises not only from the group's voluntary minority status, as Ogbu (1978,1983) contends, but also from more local factors.
Abstract: This article examines how peer interaction may influence Chinese American high-school students to adopt strategies of accommodation or resistance. The choice of strategy arises not only from the group's voluntary minority status, as Ogbu (1978,1983) contends, but also from more local factors. This analysis of the immediate social setting adds detail to cultural ecological theory, allowing the observer to explain changing and contradictory behavior in a given minority group.
TL;DR: Goode and Schneider as mentioned in this paper discuss the role of immigrants in the shaping of ethnic and racial relations in the city of Philadelphia, focusing on immigrants in a divided city, and present the following:
Abstract: Reshaping Ethnic and Racial Relations in Philadelphia: Immigrants in a Divided City. Judith Goode and Jo Anne Schneider. Philadelphia: Temple University Press, 1994. 282 pp.
TL;DR: Sociocultural Approaches to Language and Literacy: An Interactionist Perspective Vera John-Steiner Carolyn P. Panofsky, and Larry W. Smith, ed. as mentioned in this paper.
Abstract: Sociocultural Approaches to Language and Literacy: An Interactionist Perspective Vera John-Steiner Carolyn P. Panofsky, and Larry W. Smith, eds. New York: Cambridge University Press, 1994. 402 pp.
TL;DR: The dismal track record of educational innovations in everyday classrooms can be understood, at least in part, by the separation of context and cognition in the development, dissemination, and implementation of such efforts as mentioned in this paper.
Abstract: The dismal track record of educational innovations in everyday classrooms can be understood, at least in part, by the separation of context and cognition in the development, dissemination, and implementation of such efforts. Recent work in the cultural-historical tradition, which elaborates aspects of context in relation to cognition, provides a way for both educational innovators and educational anthropologists to develop approaches to educational innovation that explicitly take context into account
TL;DR: In this paper, the authors introduce the theme issue on ethnicity and school performance and provide an overview of five international case studies, from the Netherlands, France, Britain, Israel, and Canada, each of which examines the variability in the school performance of ethnic minority youth in their respective countries.
Abstract: This article introduces the theme issue on ethnicity and school performance and provides an overview of five international case studies—from the Netherlands, France, Britain, Israel, and Canada—each of which examines the variability in the school performance of ethnic minority youth in their respective countries.
TL;DR: Hess et al. as discussed by the authors proposed restructuring urban schools from a Chicago perspective, with a focus on the urban neighborhoods of Chicago, IL. New York: Teachers College Press, 1995.
Abstract: Restructuring Urban Schools: A Chicago Perspective. G. Alfred Hess Jr. New York: Teachers College Press, 1995. 247 pp.
TL;DR: In this article, the authors explore the knowledge and practice of ethnic minority women school leaders, to encourage dialogue, and to ask, "What is it about these women's lives that reveals ontological and political discourses and practices that disrupt the rhythm of the mainstream?"
Abstract: This article articulates the need to explore the knowledge and practice of ethnic minority women school leaders, to encourage dialogue, and to ask, “What is it about these women's lives that reveals ontological and political discourses and practices that disrupt the rhythm of the mainstream?” The stories affirm each woman's explicit struggle against “overt and passive racism” and objectifying marginalization. Additionally, each story reveals a unique “self-text,” which is a composite of history, family, profession, and cultural memories. Each woman, in the way she expresses this “self,” is an advocate for respect and equity.
TL;DR: Teacher Thinking in Cultural Contexts by Francisco A. Rios, ed. as mentioned in this paper, is a popular text for teacher thinking in cultural contexts. 400 pp., ISBN 978-0.
Abstract: Teacher Thinking in Cultural Contexts. Francisco A. Rios, ed. Albany: State University of New York Press, 1996. 400 pp.
TL;DR: In this article, the educational needs of Jewish and Arab primary and secondary school-age student populations are provided by two separate and parallel educational systems, and the educational experience and performance of immigrant students and Israeli Arab students are discussed within this broader context.
Abstract: The educational needs of Jewish and Arab primary and secondary school-age student populations are provided by two separate and parallel educational systems. The immigrant context is discussed first, then educational issues pertaining to the Arab minority are examined. Emphasis is placed on emerging trends in the educational treatment of immigrant children as well as on shifts in educational policy and practice in the Arab sector. The educational experience and performance of immigrant students and Israeli Arab students are discussed within this broader context.
TL;DR: The authors describe continuities and discontinuities between a bilingual kindergarten and the homes of two Spanish-dominant Puerto Rican children and highlight the importance of the joint construction of a culture of teaching and learning by parents, teachers, and children.
Abstract: This ethnographic study describes continuities and discontinuities between a bilingual kindergarten and the homes of two Spanish-dominant Puerto Rican children The concept of activity setting was used to explore the relation of culture to question use in lessons taught in both settings Findings highlight a complex web of continuities and discontinuities and the importance of the joint construction of a culture of teaching and learning by parents, teachers, and children
TL;DR: Pathways to Cultural Awareness: Cultural Therapy with Teachers and Students as discussed by the authors, by George Spindler and Louise Spindleler, is an excellent book for teachers and students to read together.
Abstract: Pathways to Cultural Awareness: Cultural Therapy with Teachers and Students. George Spindler and Louise Spindler eds. Thousand Oaks, CA: Corwin Press, Inc. 1994. 337 pp.
TL;DR: In one inner-city California high school, the celebration of Kwanzaa leads to exclusion and isolation, and the speaking of Spanish in the classroom sparks conflict and resentments as mentioned in this paper.
Abstract: Multicultural education aims to improve understanding among students of different ethnic groups, but it can lessen intergroup conflict only if it is implemented systematically. In multiethnic school settings, the relationships among students of different “minority” groups are problematic; conflicts need to be both understood and addressed if multicultural education is to succeed. In one inner-city California high school, the celebration of Kwanzaa leads to exclusion and isolation, and the speaking of Spanish in the classroom sparks conflict and resentments.
TL;DR: In an effort to better understand relationships among poverty, education, and work, this paper used data from an ethnographic study of two companies in which welfare recipients obtained employment to examine the move from welfare to work.
Abstract: In an effort to better understand relationships among poverty, education, and work, this article uses data from an ethnographic study of two companies in which welfare recipients obtained employment to examine the move from welfare to work The analysis delineates 23 men's and women's transitions from welfare poor to working poor, and focuses on the ways welfare-generated identities shaped employment training pedagogies, the social organization of the workplaces, and individuals' resistance and accommodation practices at work Prioritizing Practice While the need to reform welfare is a common topic of conversation these days, little attention has been focused on the welfare recipients who move from welfare to full-time jobs after participating in government-funded employment-training initiatives One or two men and women, cast as role models in the press, may find a few moments of public recognition, but for most former welfare recipients, the "successful" transition from welfare makes them invisible in conversations about welfare reform Yet without a clearer understanding of their circumstances after welfare, moving from the welfare rolls remains the stuff of newspaper anecdotes This article uses data from ethnographic research on the "lived cultural experience" of 23 former welfare recipients who left the welfare rolls via government-funded employment-training initiatives to foreground their proffered words and experiences It gives voice to men and women who have been silenced by their own "successful" actions, and informs conversations about welfare by examining the role the adult education and training programs played in their move from the welfare rolls to the status of working poor Welfare Poor to Working Poor: "I think they only pay for training when it leads to a poor-paying job"
TL;DR: Other People's Children: An Intimate Account of the Dilemmas Facing Middle-Class Parents and the Women They Hire to Raise Their Children as discussed by the authors, by Julia Wrigley.
Abstract: Other People's Children: An Intimate Account of the Dilemmas Facing Middle-Class Parents and the Women They Hire to Raise Their Children. Julia Wrigley New York: Basic Books, 1995. 177 pp.
TL;DR: Coffey and Atkinson as discussed by the authors made sense of qualitative data by making sense of quantitatively meaningful data, and published the book Making Sense of Qualitative Data (MSQD).
Abstract: Making Sense of Qualitative Data. Amanda Coffey and Paul Atkinson. Thousand Oaks, CA: Sage Publications, 1996. 206 pp.
TL;DR: In this article, a case study of third-generation Korean high schoolers in Japan reveals how they perceive employment market realities and decide upon and obtain employment, sharing a collective perception of the labor market, these students exhibit intragroup variation in their destination preferences and strategies taken.
Abstract: A case study of third-generation Korean high schoolers in Japan reveals how they perceive employment market realities and decide upon and obtain employment. Sharing a collective perception of the labor market, these students exhibit intragroup variation in their destination preferences and the strategies taken. This article uncovers how the school intervenes in students' decision making and points to the potential for school intervention in linking minority students to employment.