Black American Students Affluent P
John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book—jointly sponsored by the community and the school district in Shaker Heights, Ohio—focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black...
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The reasons for academic disengagement stem from factors rooted in both school systems and communities, argues Ogbu (U. of California at Berkeley), yet far too many studies focus solely on systemic issues. Reporting on a study conducted among African-American students in the suburban school system of Shaker Heights, Ohio, he attempts to evaluate the relative impact of such factors as school race relations, internalized White beliefs, levels of discipline, collective identity, culture, language, and peer pressure. Annotation (c)2003 Book News, Inc., Portland, OR
PrefaceAcknowledgment and DedicationIntroductionIBlack Academic Achievement and Its ExplanationsCh. 1Black-White Academic Achievement Gap3Ch. 2Academic Disengagement in Shaker Heights12Ch. 3Explaining the Academic Gap; Conventional and Alternative Explanations33IISocietal and School FactorsCh. 4Race Relations59Ch. 5Pygmalion in History, Society, and School77Ch. 6Leveling91Ch. 7Counselors, Teachers, and Discipline114IIICommunity ForcesCh. 8Opportunity Structure: Schooling and Getting Ahead145Ch. 9Collective Identity, Culture, and Language173Ch. 10Peer Pressures188Ch. 11The Family218Ch. 12Community Forces and Academic Disengagement: A Summary of Findings250Ch. 13Policy Implications265References290
