Voluntary and Involuntary Minorities: A Cultural-Ecological Theory of School Performance with Some Implications for Education

2022 ◽  
pp. 1-34
Author(s):  
John U. Ogbu ◽  
Herbert D. Simons
Keyword(s):  
School Performance ◽  
Ecological Theory ◽  
Cultural Ecological ◽  
Cultural Ecological Theory

scholarly journals How are education and minority status connected: The case of Romanian Roma in Wrocław

2016 ◽  
Vol 7 (2) ◽  
pp. 388-397 ◽  
Author(s):  
Michalina Marczak
Keyword(s):  
School Performance ◽  
Formal Education ◽  
Public Institutions ◽  
Minority Status ◽  
Compulsory Schooling ◽  
National Education ◽  
National Education Systems ◽  
Dominant Society ◽  
Cultural Ecological ◽  
Cultural Ecological Theory

This paper aims to discuss the connection between compulsory schooling and minority status, and how they are related to differential performance of minorities in national education systems. After describing the theoretical framework based on the works of John Ogbu, I will attempt to present how his Cultural-Ecological Theory of School Performance refers to Romanian Roma community in Wrocław, Poland, which is a group systematically excluded from the dominant society. The analysis suggests that systemic forces act against Roma. This is marked by discrimination towards them in schools and in the labour market. On the side of Roma, mistrust in public institutions, fear of loosing cultural identity and seeing escaping the pariah status as unobtainable leads to lack of investment in formal education.

Using cultural‐ecological theory to construct a mid‐range theory for the development of gratitude as a virtue

2021 ◽  
Author(s):  
Jonathan R. H. Tudge ◽  
Jessica L. Navarro ◽  
Ayse Payir ◽  
Elisa A. Merçon‐Vargas ◽  
Hongjian Cao ◽  
...  
Keyword(s):  
Ecological Theory ◽  
Range Theory ◽  
Cultural Ecological ◽  
Cultural Ecological Theory

scholarly journals Achievement and Expectations of Immigrant, Second Generation, and Non-immigrant Black Students in U.S. Higher Education

2016 ◽  
Vol 5 (3) ◽  
pp. 223 ◽  
Author(s):  
Cynthia Hudley
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Second Generation ◽  
Immigrant Students ◽  
Ecological Theory ◽  
Assimilation Theory ◽  
Segmented Assimilation ◽  
Black Immigrant ◽  
Cultural Ecological ◽  
Cultural Ecological Theory

Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature.  This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the contrasting lenses of segmented assimilation theory and cultural ecological theory. Results for academic achievement favored second generation students, consistent with cultural ecological theory, while findings concerning expectations were more consistent with segmented assimilation theory.  However, findings were moderated by gender in complex ways.  This research indicates the need for more comprehensive theories of immigrant student achievement and motivation that incorporate consideration of the context surrounding both emigration from the home country and immigration to the host country.

Sign in / Sign up

Export Citation Format

Share Document