Voluntary and Involuntary Minorities: A Cultural-Ecological Theory of School Performance with Some Implications for Education
Professor John U. Ogbu,
Professor Herbert D. Simons,
Professor John U. Ogbu
Department of Anthropology, University of California, Berkeley
Search for more papers by this authorProfessor Herbert D. Simons
School of Education University of California, Berkeley
Search for more papers by this author
Professor John U. Ogbu,
Professor Herbert D. Simons,
Professor John U. Ogbu
Department of Anthropology, University of California, Berkeley
Search for more papers by this authorProfessor Herbert D. Simons
School of Education University of California, Berkeley
Search for more papers by this authorAbstract
This article has three objectives. First, it describes Ogbu's classification of minorities: autonomous, voluntary or immigrant, and involuntary or nonimmigrant minorities. Second, it explains Ogbu's cultural-ecological theory of minority school performance. Finally, it suggests some implications of the theory for pedagogy. The authors regard the typology of minority groups as a heuristic device for analysis and interpretation of differences among minority groups in school experience.
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