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ERIC Number: EJ894176
Record Type: Journal
Publication Date: 2010-Aug
Pages: 18
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-0305-4985
The Creation and Maintenance of a "Learning-Loving Minority" in Conventional High Schools: A Research-Based Response to John Ogbu
Matusov, Eugene; DePalma, Renee; Smith, Mark Philip
Oxford Review of Education, v36 n4 p463-480 Aug 2010
This research focuses on the adaptation strategies of students from an innovative elementary school run as a community of learners who have been involuntarily "thrown into" competitive, credentialism-based high schools. We apply the anthropologist John Ogbu's comparative historico-ecological framework of "minority" to the innovative school graduates in their new school contexts. The students in our study, whom we refer to as a "learning-loving minority", were generally academically successful in their new conventional schools, yet expressed distinctly ambivalent attitudes toward conventional schooling practices. Discourse analysis revealed distinct response patterns, some paralleling those of (unsuccessful) involuntary minority students and others paralleling those of (successful) immigrant minority students described by Ogbu. We suggest that Ogbu's comparative historico-ecological approach can be useful for education research but should be modified to take into account the effect of the institution of conventional schooling itself--its competitive, credentialistic and meritocratic nature--which has to date been under-analysed within Ogbu's theoretical perspective. (Contains 1 table and 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A