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• W295317737 abstract "Minority Status, Oppositional Culture, & Schooling Edited by John U. Ogbu New York: Routledge, 2008. 653 pp. $49.95 John Ogbu's final book, Minority Status, Oppositional Culture, & Schooling, was published posthumously in February 2008. Ogbu's intent was to clarify what his Cultural-Ecological Model (CEM) actually consists of and to distinguish it from similar approaches, such as Fordham-Ogbu thesis and Fordham's theory, with which CEM is often confused. The book is a 653-page volume that includes five major articles by Ogbu along with approximately 550 pages of articles by researchers who were either critical of or in agreement with direction of his theoretical perspective and method of inquiry. The volume also contains a concluding chapter on Next Generation of Cultural-Ecological Model, by Kevin Mchael Foster, and a reprint of Fordham and Ogbu's classic piece published in The Urban Review in 1986, Students' School Success: with Burden of 'Acting White. ' The book begins with a historical framework for development of Ogbu's model. Then he invites scholars from anthropology, sociology, psychology, education, and social work to contribute their perspectives on his research methodology and theoretical approach. Ogbu's expectation is that these contributions from various disciplines, including critics and supporters of his work, help to strengthen exploration, testing, and elaboration of his model for understanding minority achievement. Other sections of his book include explorations of collective identity among Blacks in relation to schooling through a series of ethnographic studies and an empirical investigation to flesh out the effects of achievement ideologies, peer group effects, and racial identities on academic behavior among Black American youth (p. 20); reassessment of model and discussion of methodological issues through work of scholars using quantitative data in order to examine different aspects of model's overall framework; cross-cultural studies of identity to demonstrate utility of model across multiple sites; and programs and applications of model that have been effective in narrowing achievement gaps. Some of chapters in book have been published previously in other journals, but much of work was written specifically for this volume. Ogbu's work is often criticized. Some argue that it does not address impact of societal racism and discrimination (e.g., Roslyn Arlin Mickelson, Claude Steele, & Walter R. Allen as quoted in Lee, 2002). Others contend that it is based on a deficiency model that does not explain variability among groups (e.g., Cook & Ludwig, 1998; Cousins, 2008); and that it does not sufficiently address role of racial identity in successful academic outcomes (e.g., Akom, 2008; Witherspoon, Speight & Thomas, 2008). Ogbu believed that most of these criticisms were result of a too-narrow understanding and application of his work in which critics would take a piece of overall structure and comment on it in isolation from whole. In many ways Ogbu's larger body of work, as reflected in CEM, may have become a victim of success and attention lavished on Fordham and Ogbu article, Coping with Burden of 'Acting White.' This volume is an attempt to correct that by turning reader's attention to broader range of concerns and social and historical factors that Ogbu believed were relevant in understanding minority achievement in schools. These factors extend beyond experience of Blacks, thus making text useful for comparisons across minority groups and adding potential for international applications. In an ironic way, title of this volume, Minority Status, Oppositional Culture, & Schooling, appears to run counter to Ogbu's intention to expand focus from more narrowly drawn oppositional culture thesis to broaderbased Cultural-Ecological Model as a whole. …" @default.
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