The DOI matches its Crossref record; 16 of the 16 references it cites were found in a registry or an index.
Cultural Discontinuities and Schooling
Abstract
Anthropologists have long hypothesized that major differences in the school experiences of various populations lie in the discontinuities between their cultural backgrounds and the culture of the schools. Research has, therefore, generally focused on differences in cultural values, cognitive, motivational, communicative, and interactional domains that are presumed to affect school experience. This paper attempts to refine the cultural discontinuity hypothesis by distinguishing between three types of discontinuities: universal, primary, and secondary discontinuities. It is suggested that each is more or less associated with a distinct type of school “problems” and that some problems of racial or castelike minority students in societies like the United States arise principally from secondary cultural discontinuities. ANTHROPOLOGY, BLACK AMERICANS, CULTURAL DISCONTINUITIES, CULTURAL PLURALISM, MINORITY EDUCATION.
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Citations
Cites
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Self-citationTheory and Practice of Early Reading: Volume 1
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Minority Education and Caste: The American System in Cross-Cultural Perspective
Labelle, T. J., & Ogbu, J. (1978) · American Educational Research Journal · doi:10.2307/1162650 · Cited by 226
Self-citationAnthropological perspectives on education
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Cited by
Black students' school success: Coping with the ?burden of ?acting white??
Fordham, S., & Ogbu, J. U. (1986) · The Urban Review · doi:10.1007/bf01112192 · Cited by 3,323
Self-citationEducational Needs and Barriers for Refugee Students in the United States: A Review of the Literature
McBrien, J. L. (2005) · Review of Educational Research · doi:10.3102/00346543075003329 · Cited by 760
Formation and Transformation of Funds of Knowledge Among U.S.‐Mexican Households
Professor, C. G. V., & Professor, J. B. G. A. R. (1992) · Anthropology & Education Quarterly · doi:10.1525/aeq.1992.23.4.05x1582v · Cited by 613
Goldenberg, C., Gallimore, R., Reese, L., & Garnier, H. (2001) · American Educational Research Journal · doi:10.3102/00028312038003547 · Cited by 414
Townsend, B. L. (2000) · Exceptional Children · doi:10.1177/001440290006600308 · Cited by 403
Metadata
- Authors
- Ogbu, J. U.
- Venue
- Anthropology & Education Quarterly
- Publisher
- Wiley
- Published
- 1982-12
- Volume
- 13
- Issue
- 4
- Pages
- 290-307
- ISSN
- 0161-7761 (ISSN-L)
- 1548-1492
- OpenAlex
- W2139930787
- Cited by
- 396
- References
- 16
- FWCI
- 16.25
- Type
- journal article
- Language
- en
- Open access
- closed
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