WorldCat Identities

Ogbu, John U.

Works: 62 works in 133 publications in 4 languages and 5,532 library holdings
Genres: Case studies  Bibliography  Abstracts 
Roles: Author, Editor, Author of introduction, Other
Classifications: LC3731, 371.97
Publication Timeline
Most widely held works by John U Ogbu
Minority education and caste : the American system in cross-cultural perspective by John U Ogbu( Book )

13 editions published between 1978 and 1979 in English and Undetermined and held by 935 WorldCat member libraries worldwide

This study examines the way in which the position of blacks in the American system of caste or racial stratification contributes to their lower school performance. It explores the myths and stereotypes that support the caste system and shows how they are translated into practices by school personnel. It probes into the responses of the minority group people themselves. To these ends, the functions of caste and education in the United States are examined. Current explanations of black-white differences in school performance are reviewed. Reforms intended to close the school performance gap are examined. Black access to education is discussed. The job ceiling and other barriers to the rewards of education are explained. Black school performance is described as an adaptation to the system. An overview of America's other minorities is given. Caste systems of other societies are discussed. These include the West Indians in Britain, the Maoris in New Zealand, the scheduled castes in India, the Buraku outcasts in Japan, and the Oriental Jews in Israel. The education of castelike minorities in these six societies is compared. Ways of eliminating caste barriers and thus closing the gap in school performance are examined. (Author/MC)
Minority status and schooling : a comparative study of immigrant and involuntary minorities by Margaret A Gibson( Book )

6 editions published in 1991 in English and held by 799 WorldCat member libraries worldwide

This study addresses the question of why some minority groups do relatively well in school, in spite of facing substantial barriers while other minorities confronting similar barriers do far less well in school. The exploration proceeds largely through examining and comparing the school-adaptation patterns of minorities who are relatively successful academically with the adaptation patterns of others who are less successful. As the variability between immigrant and involuntary minorities appears to be an international phenomenon, studies from Australia, New Zealand, Japan, Britain, the Caribbean, and the United States are included. The book is organized into three sections. The first section consists of an introductory chapter discussing the theoretical framework. The second section comprises 10 case studies: 3 on immigrant minorities, 3 comparing immigrant and involuntary minorities, and 4 focusing on involuntary minorities. Most but not all of the case studies are based on ethnographic data collected by the authors. The third section summarizes the book and discusses some implications for policy and practice. Each chapter has an extensive list of references. Included is a 57-item annotated list of supplementary readings. (Jb)
Black American students in an affluent suburb : a study of academic disengagement by John U Ogbu( Book )

11 editions published between 2003 and 2009 in English and held by 600 WorldCat member libraries worldwide

"John Ogbu has studied minority education from a comparative perspective for more than 30 years. The study reported in this book - jointly sponsored by the community and the school district in Shaker Heights, 0hio - 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 students in suburban school districts as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem." "Black American Students in an Affluent Suburb is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology."--Jacket
The next generation; an ethnography of education in an urban neighborhood by John U Ogbu( Book )

13 editions published between 1973 and 1974 in English and held by 595 WorldCat member libraries worldwide

This book is about education in Burgherside, a low-income neighborhood in Stockton, California, the majority of whose residents are blacks and Mexican-Americans: They make up about 92% of the elementary school population. The study reported here probes into the reasons for many children from the neighborhood failing in public schools. The goal was to study how the people in Stockton, including Burghersiders, conceptualize their educational system and their place in it, and how these conceptualizations influence the way they behave within the institution. The author spent a total of 21 months (September 1968 to May 1970) doing the study. He lived in Stockton during the first 16 months and then visited the city every other week for interviews lasting 2-3 days. The research covered the following setments of the community: (a) Burghersiders; (b) residents of adjoining neighborhoods attending the same junior and senior high schools with Burghersiders; (c) organizations and leadership representing the interests of the subordinate minorities in the wider community; (d) school personnel; (e) taxpayers, principally the middle-class Stocktonians and the organizations they formed to assist with "problems" of Burghersiders and similar groups. (Author/JM)
Minority status, oppositional culture, and schooling by John U Ogbu( Book )

13 editions published in 2008 in English and held by 300 WorldCat member libraries worldwide

Este libro es la presentación final y definitiva del modelo ecológico y cultural de John Ogbu, y de los numerosos debates que su trabajo ha despertado durante la última década. La teoría y la base empírica del estudio de Ogbu, que algunos erróneamente han reducido a la hipótesis "de comportarse como una persona blanca", es totalmente presentado y revisado en esta colección póstuma de sus nuevos escritos, además contiene las obras de más de 20 expertos. Los propios capítulos de OGBU presentan de qué manera se han desarrollado sus ideas sobre la educación de las minorías y de la cultura. Los lectores encontrarán en estos capítulos las raíces teóricas de su modelo ecológico cultural. El libro está organizado como un diálogo entre John Ogbu y la comunidad académica, incluyendo sus más severos críticos; el propio trabajo de Ogbu puede leerse al mismo tiempo mientras las críticas tienen su voz. Este libro examina el contenido, la metodología y las cuestiones de la política que elaboran el d
Cultural models of school achievement : a quantitative test of Ogbu's theory : cultural models of literacy : a comparative study : project 12 by John U Ogbu( Book )

3 editions published in 1994 in English and held by 77 WorldCat member libraries worldwide

A study examined differences between cultural models and educational strategies of three minority groups (African Americans, Chinese Americans, and Mexican American/Latino) to help explain the differences in school performance. Data also provide the first large scale test of J. Ogbu's theory of these school performance differences. Surveys were administered to 2,245 minority students in grades 5 through 12 in 16 schools in the Oakland school district, California. The theory proposes that differences among ethnic groups depend upon their terms of incorporation into the United States--"involuntary minorities" were incorporated against their will through slavery or conquest, while "voluntary minorities" chose to come to the United States. Pairwise comparisons were made between African Americans and Chinese Americans, and between Mexican Americans/Latinos and Chinese Americans. Results indicated that voluntary minorities considered education to be an important route to making it in society; were less concerned with prejudice and discrimination; were willing to conform to the dominant society's norms in order to succeed; did not fear that crossing cultural boundaries would harm their social identity; conformed to the expectations that schools have of good students. Results indicated that the educational model for the involuntary African American students was ambivalent--they reported ambivalent educational strategies which involved claims of parental support and high aspirations among both students and parents; exaggerated claims of school success; and reported less effort than the Chinese Americans. (Contains an illustration of Mexican descent population in the United States.) (Rs)
Antropologia dell'educazione : scuola, cultura, educazione nella società multiculturale( Book )

3 editions published between 1996 and 2000 in Italian and held by 14 WorldCat member libraries worldwide

Schooling in the ghetto : an ecological perspective on community & home influences by John U Ogbu( Book )

4 editions published in 1981 in English and held by 9 WorldCat member libraries worldwide

Social scientists have adopted two different views on the influence of the community and home on academic achievement of lower-class and minority students. The first is the deficit perspective, or the failure-of-socialization hypothesis. The second is the difference perspective, or the cultural-discontinuity/failure-of-communication hypothesis. Both deficit and difference perspectives on oppressed minorities reflect external definitions of community and home influences on ghetto children's school learning. In contrast, an ecological perspective enables the specification of important community and home influences affecting the ability of young members of caste-like minority groups to benefit from schooling. Various responses black people have made to the job ceiling and inferior education historically imposed on them affect their children's ability to learn in school. Because blacks continually fight against the schools, they have grown suspicious of the schools; their resulting alienation makes commitment to and perseverance at academic tasks difficult. Black people's disillusionment over the job ceiling imposes similar liabilities. Various survival strategies blacks have developed to cope with their economic and social problems often demand attitudes, competencies, and behaviors that are apparently incompatible with those required for school success. For example, collective struggle teaches blacks that they are not responsible as individuals for their failures, including school failure, and that failure is the fault of "the system"; clientship teaches them that reward does not depend so much on personal efforts at an assigned task as on one's ability to manipulate the powers that be; and hustling emphasizes the virtues of exploiting and manipulating others to achieve desired material success and/or prestige. A 14-page bibliography concludes the document. (RH)
Black resistance in high school : forging a separatist culture by Rovell Patrick Solomon( Book )

1 edition published in 1992 in English and held by 7 WorldCat member libraries worldwide

This book investigates and brings into focus the formidable issues of racial culture left undeveloped in research on multiracial school populations in the United States, Britain, and Canada. Through ethnographic research, the author presents significant and provocative insight into the formation of black self-concept, and captures the complex interplay between black students' accommodation to the official achievement ideology and their resistance to the powerful structural forces operating within the school. It offers practical suggestions for working constructively with racial and ethnic sub-cultures as well as offering suggestions to school districts in the process of planning or implementing race and ethnic relations policies
The next generation : an ethnography of education in an urban neighborhood by John U Ogbu( )

3 editions published in 1971 in English and held by 6 WorldCat member libraries worldwide

Cultural models and educational strategies of non-dominant peoples by John U Ogbu( Book )

1 edition published in 1991 in English and held by 6 WorldCat member libraries worldwide

Cross Cultural Resource Center Institute on Parent Participation : an evaluation report by John U Ogbu( Book )

2 editions published in 1978 in English and held by 5 WorldCat member libraries worldwide

A bibliographical guide to the social anthropology of North America/American society by John U Ogbu( Book )

1 edition published in 1980 in English and held by 4 WorldCat member libraries worldwide

Racial stratification and education : the case of Stockton, California by John U Ogbu( Book )

2 editions published between 1977 and 1978 in English and held by 3 WorldCat member libraries worldwide

This paper examines the educational consequences of racial stratification or the system of racial castes in the United States. The central thesis of the paper is that the subordinate status occupied by blacks because of racial stratification requires and promotes lower school performance or school failure and that therefore this school failure represents a kind of adaptation. In order to understand how this adaptation emerges, two kinds of linkages in the educational processes are studied. The first is that between, on one hand, the job and role ceiling, and on the other, the policies and practices of the school system, race affects the subordinate group members beliefs about their opportunities in society, how they perceive their schooling in relation to their belief system, and how their perceptions and beliefs are related to their efforts in school. The second linkage is that between the job and role ceiling and the problems of language, cognition, motivation, and peer group pressures. This essay deals with the first linkage and how it works and contributes to black school failure in Stockton, California, a community which was studied between 1968 and 1970. The limitations experienced by black children in this community affected their preparation for future jobs and roles. School policies and practices did little to encourage black children to do well or to stay in school to prepare themselves for higher status social and economic roles. Blacks in this community used other strategies to achieve greater social and economic participation (playing Uncle Toms). Programs introduced to encourage better school performance among blacks proved ineffective. It seems that they were designed and implemented without any serious consideration for the social and structural forces affecting black education as discussed in this paper. (Author/AM)
Economic transition among the Poka of northern Malawi : from subsistence to cash cropping by John U Ogbu( )

2 editions published in 1978 in English and held by 2 WorldCat member libraries worldwide

Mentoring Minority Youth : a Framework by John U Ogbu( Book )

1 edition published in 1990 in English and held by 2 WorldCat member libraries worldwide

This paper examines the mentoring of African American youth, critiques the accepted theoretical basis for most programs, and offers an alternative framework. Following an introduction in section 1, section 2 describes conventional mentoring and contains two case studies of programs in the San Francisco Bay Area (California). A key finding of the case studies is that in many cases, the proteges did not feel a need for mentoring, and so entered the relationship with very different goals from those of the mentors. Section 3 discusses the theoretical assumptions behind planned mentoring that African American youth, especially males, are members of the "underclass" that emerged in the 1970s. This section argues that this is not a phenomenon that emerged so recently but rather a problem faced by African Americans as a minority group. Section 4 presents the paper's thesis that the absence of role models of mainstream success in the inner-city is due to adaptation to involuntary minority status, which produces traditional success models different from those of the mainstream and makes the adoption of mainstream role models problematic. Section 5 focuses on role models and folk-heroes of African American history and culture growing out of the adaptation to involuntary minority status. A total of 110 references is included. (JB)
El éxito escolar de las españolas y españoles gitanas/os : (éxito académico y minorías étnicas)( Book )

1 edition published in 2004 in Spanish and held by 2 WorldCat member libraries worldwide

African bridewealth and women's status by John U Ogbu( )

2 editions published in 1978 in English and held by 2 WorldCat member libraries worldwide

The next generation : an ethnography of education in urban neighbohoo by John U Ogbu( )

1 edition published in 1974 in English and held by 1 WorldCat member library worldwide

Schooling the symbolic animal : social and cultural dimensions of education by Bradley A Levinson( )

1 edition published in 2000 in English and held by 0 WorldCat member libraries worldwide

This anthology introduces some of the most influential literature shaping our understanding of the social and cultural foundations of education today. Together the selections provide students a range of approaches for interpreting and designing educational experiences worthy of the multicultural societies of our present and future
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Black American students in an affluent suburb : a study of academic disengagement
Alternative Names
John Ogbu American anthropologist

John Ogbu Amerikaans antropoloog (1939-2003)

John Ogbu Anthropologe und Intelligenzforscher

Ogbu, John 1939-2003

Minority status, oppositional culture, and schooling