Minority Education and Caste: The American System in Cross-Cultural Perspective.
About: This article is published in Social Forces.The article was published on 1979-01-01. It has received 959 citations till now. The article focuses on the topics: Caste.
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01 Jan 1999TL;DR: In this paper, the authors present a theory of intergroup relations from visiousness to viciousness, and the psychology of group dominance, as well as the dynamics of the criminal justice system.
Abstract: Part I. From There to Here - Theoretical Background: 1. From visiousness to viciousness: theories of intergroup relations 2. Social dominance theory as a new synthesis Part II. Oppression and its Psycho-Ideological Elements: 3. The psychology of group dominance: social dominance orientation 4. Let's both agree that you're really stupid: the power of consensual ideology Part III. The Circle of Oppression - The Myriad Expressions of Institutional Discrimination: 5. You stay in your part of town and I'll stay in mine: discrimination in the housing and retail markets 6. They're just too lazy to work: discrimination in the labor market 7. They're just mentally and physically unfit: discrimination in education and health care 8. The more of 'them' in prison, the better: institutional terror, social control and the dynamics of the criminal justice system Part IV. Oppression as a Cooperative Game: 9. Social hierarchy and asymmetrical group behavior: social hierarchy and group difference in behavior 10. Sex and power: the intersecting political psychologies of patriarchy and empty-set hierarchy 11. Epilogue.
3,970 citations
TL;DR: In this paper, a framework for understanding how a sense of collective identity enters into the process of schooling and affects academic achievement is proposed, showing how the fear of being accused of "acting white" causes a social and psychological situation which diminishes black students' academic effort and thus leads to underachievement.
Abstract: The authors review their previous explanation of black students' underachievement. They now suggest the importance of considering black people's expressive responses to their historical status and experience in America. “Fictive kinship” is proposed as a framework for understanding how a sense of collective identity enters into the process of schooling and affects academic achievement. The authors support their argument with ethnographic data from a high school in Washington, D.C., showing how the fear of being accused of “acting white” causes a social and psychological situation which diminishes black students' academic effort and thus leads to underachievement. Policy and programmatic implications are discussed.
3,468 citations
Cites background from "Minority Education and Caste: The A..."
...Therefore, Ogbu (1978, 1981c, 1981d) suggests that the disproportionately high rate of school failure among Black Americans is an "adaptation" to their limited social and economic opportunities--i.e., to Black ecological structure....
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...II; CONCEPTUAL FRAMEWORK Ogbu (1978, 1982) identifies Black Americans as belonging to that genre of nondominant-group peoples he aptly labels castelike minorities....
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...…in this presentation, I argued that because of the limitations in the opportunity structure for Black Americans, particularly the "job ceiling" (Ogbu 1978, Drake and Cayton 1970) and the boundary-maintaining mechanisms in the Black community which have emerged in response to the limitations in…...
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TL;DR: Attention is given to the mechanisms by which parents' social networks reduce emotional strain, lessen the tendency toward punitive, coercive, and inconsistent parenting behavior, and, in turn, foster positive socioemotional development in economically deprived children.
Abstract: Family processes affecting the socioemotional functioning of children living in poor families and families experiencing economic decline are reviewed. Black children are of primary interest in the article because they experience disproportionate shares of the burden of poverty and economic loss and are at substantially higher risk than white children of experiencing attendant socioemotional problems. It is argued that (a) poverty and economic loss diminish the capacity for supportive, consistent, and involved parenting and render parents more vulnerable to the debilitating effects of negative life events, (b) a major mediator of the link between economic hardship and parenting behavior is psychological distress deriving from an excess of negative life events, undesirable chronic conditions, and the absence and disruption of marital bonds, (c) economic hardship adversely affects children's socioemotional functioning in part through its impact on the parent's behavior toward the child, and (d) father-child relations under conditions of economic hardship depend on the quality of relations between the mother and father. The extent to which psychological distress is a source of race differences in parenting behavior is considered. Finally, attention is given to the mechanisms by which parents' social networks reduce emotional strain, lessen the tendency toward punitive, coercive, and inconsistent parenting behavior, and, in turn, foster positive socioemotional development in economically deprived children.
2,582 citations
TL;DR: The authors argue that second language acquisition (SLA) theorists have struggled to conceptualize the relationship between the language learner and the social world because they have not developed a comprehensive theory of social identity which integrates the language learners and the language learning context.
Abstract: The author argues that second language acquisition (SLA) theorists have struggled to conceptualize the relationship between the language learner and the social world because they have not developed a comprehensive theory of social identity which integrates the language learner and the language learning context. She also maintains that SLA theorists have not adequately addressed how relations of power affect interaction between language learners and target language speakers. Using data collected in Canada from January to December 1991 from diaries, questionnaires, individual and group interviews, and home visits, the author illustrates how and under what conditions the immigrant women in her study created, responded to, and sometimes resisted opportunities to speak English. Drawing on her data analysis as well as her reading in social theory, the author argues that current conceptions of the individual in SLA theory need to be reconceptualized, and she draws on the poststructuralist conception of social identity as multiple, a site of struggle, and subject to change to explain the findings from her study. Further, she argues for a conception of investment rather than motivation to capture the complex relationship of language learners to the target language and their sometimes ambivalent desire to speak it. The notion of investment conceives of the language learner, not as a historical and unidimensional, but as having a complex social history and multiple desires. The article includes a discussion of the implications of the study for classroom teaching and current theories of communicative competence.
2,461 citations
Cites background from "Minority Education and Caste: The A..."
...Furthermore, drawing on Ogbu (1978), I take the position that this return on investment must be seen as commensurate with the effort expended on learning the second language....
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TL;DR: Neisser as mentioned in this paper (Chair) Gwyneth Boodoo Thomas J. Bouchard, Jr. A. Wade Boykin Nathan Brody Stephen J. Loehlin Robert Perloff Robert J. Sternberg Susana Urbina
Abstract: Ulric Neisser (Chair) Gwyneth Boodoo Thomas J. Bouchard, Jr. A. Wade Boykin Nathan Brody Stephen J. Ceci Diane E Halpern John C. Loehlin Robert Perloff Robert J. Sternberg Susana Urbina Emory University Educational Testing Service, Princeton, New Jersey University of Minnesota, Minneapolis Howard University Wesleyan University Cornell University California State University, San Bernardino University of Texas, Austin University of Pittsburgh Yale University University of North Florida
2,389 citations
Cites background from "Minority Education and Caste: The A..."
...All these are "caste-like" (Ogbu, 1978) or "involuntary" (Ogbu, 1994) minorities....
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...While the extent to which the attitudes described by Ogbu (1978, 1994) are responsible for African American test scores and school 94 February 1996 • American Psychologist achievement has not been empirically established, it does seem that familiar problems can take on quite a different look when…...
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...In explaining these findings, Ogbu (1978) argues that the children of caste-like minorities do not have "effort optimism," i.e., the conviction that hard work (especially hard schoolwork) and serious commitment on their part will actually be rewarded....
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