Success of the Involuntary Minority Student Research Paper by Kattie

Success of the Involuntary Minority Student
A look at why involuntary minorities have experienced far less academic success than voluntary minorities.
# 60592 | 9,625 words | 46 sources | APA | 2003 | US

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In this paper the author provides a brief overview of the past and present explanations of involuntary minority academic success and failure and then argues that the presently accepted sociolinguistic and cultural-ecological theories do not adequately explain the variability in involuntary minority academic success. Subsequently, the author proposes an alternative explanation of involuntary minority academic success and failure based on the ability of the local school to institute measures which develop a sense of trust -- or at least an abeyance of distrust--in the school and school authority held by involuntary minority students, parents, and community. Using the posited explanation as a basis for discussion, the author then proceeds to describe how current educational practices at the local school site contribute to involuntary minority academic failure through the development of involuntary minority distrust of the school. Within this discussion, the author also proposes some strategies, which schools can employ to increase achievement of involuntary minority students by justifying the development of a sense of trust in the school within the involuntary minority community.

Explanations of Involuntary Minority Low Achievement
Trust as a Critical Variable in Involuntary Minority Academic Success
Parent Participation
Teacher Self-Efficacy and Expectations
Multicultural Curriculum and Culturally Relevant Pedagogy
Meaningful Curriculum

From the Paper:

"Since the early years of the twentieth century, significant concerns have existed about the academic and social problems encountered by minority students in the schooling process (Ogbu, 1991; Tyack, 1974). These concerns have, once again, become a prominent issue among educators and politicians as the result of a multitude of demographic studies indicating students of color will comprise a majority of our school-aged population in the foreseeable future. In studying the ubiquitous disparity in academic achievement between minority and non-minority students over the past decades, however, anthropologists and educators have identified a distinct variability in the academic success between two discrete subgroups within the minority school population: the first subpopulation consists of those minority groups which have voluntarily emigrated from their original society to a different society, while the second subpopulation consists of those minority groups which, because of slavery, conquest, or colonization, did not voluntarily choose to become members of a particular society (Ogbu, 1991). Within the United States, the first subpopulation, described as voluntary minorities, would consist of groups such as Europeans, Central and South Americans, and Asians. The second subpopulation, described as involuntary minorities, would include primarily African Americans, Native Americans, and many Hispanic Americans.1 A large and growing body of research has documented that voluntary minority students tend to academically outperform their involuntary minority counterparts in a number of different settings, including in the United States (Ogbu, 1991)."

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APA Format

Success of the Involuntary Minority Student (2005, August 31) Retrieved July 03, 2020, from

MLA Format

"Success of the Involuntary Minority Student" 31 August 2005. Web. 03 July. 2020. <>