This article has three objectives. First, it describes Ogbu's classification of minorities: autonomous, voluntary or immigrant, and involuntary or nonimmigrant minorities. Second, it explains Ogbu's cultural-ecological theory of minority school performance. Finally, it suggests some implications of the theory for pedagogy. The authors regard the typology of minority groups as a heuristic device for analysis and interpretation of differences among minority groups in school experience.

There are a number of verbal and non-verbal behaviors exhibited by football and basketball players, such as trash talking, taunting, celebrating, dancing, etc. that are penalized and heavily criticized by the athletic officials, coaches, the media and fans. The amount of attention these behaviors receive seems out of proportion to their importance, since they provide little if any competitive advantage and seem to be only peripherally related to the actual competition. It is argued that the undue attention these behaviors receive is racially motivated in that African Americans are to an overwhelming degree responsible for the sanctioned behaviors. These behaviors are a reflection of urban African American cultural norms, which conflict with white mainstream norms. The sanctions represent white male mainstream society’s response to the threat to white masculinity represented by black athletic superiority and by African American athletes’ assertion of the right to define the meaning of their own behavior. In this contested terrain African Americans are resisting white male hegemony and asserting their manhood and cultural identity.

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