Assessing the Oppositional Culture Explanation for Racial/Ethnic Differences in School Performance

Ainsworth-Darnell, James W.; Downey, Douglas B.

doi:10.2307/2657266

Cited by 565 publications

(360 citation statements)

References 26 publications

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“…These strategies can also have the effect of positioning students' home and community practices as valuable resources for learning (Bishop, 2001). Many successful urban students of color report that their success comes through their own agency and effort, but relying on informal collaboration and support with neighbors, family, and friends from their communities (Ainsworth-Darnell & Downey, 1998;Martin, 2000;Walker, 2006). There have been several innovative and successful…”

Section: Interaction and Learning: Focus On Identitymentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

177

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This review considers research related to mathematics education and cooperative learning, and discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. I define equity in this context as the fair distribution of opportunities to learn, and argue that identity-related processes are just as central to mathematical development as content learning. I consider the link between classroom social ecologies, the interactions and positional identities that these social ecologies make available, and student learning. I close by considering unresolved questions in the field and proposing directions for future research.

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Section: Interaction and Learning: Focus On Identitymentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

177

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“…Davis (2003) and Mandara (2006) draw attention to the large literature on the underachievement of black boys at all levels of education (see also Fan and Chen, 2001;Steinberg, Dornbusch, and Brown, 1992). Much of this literature is framed in terms of the presence or absence of an "oppositional culture" that differentially affects black youth, and particularly black males, though scholars disagree sharply as to whether black males experience more peer opposition to school effort than do white males either in general or in specific school contexts (Davis, 2003;Farkas, 1996;Farkas et al, 2002;Ainsworth-Darnell, 1998;Flashman, 2008). Mandara has argued that family parenting styles in the African-American family concerning the form of discipline, racial socialization, and the level of parental involvement in education may also play a role in the black gender gap in academic performance.…”

mentioning

confidence: 99%

Social and behavioral skills and the gender gap in early educational achievement

DiPrete

Jennings²

2012

Social Science Research

293

221

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“…4 We thus expect condition (1) to be satisfied for psychosocial skills. Regarding condition (2), scholars increasingly recognize the critical role of psychosocial skills in children's academic achievement and educational attainment (Ainsworth-Darnell and Downey 1998;Cunha and Heckman 2009;DiPrete and Jennings 2012;Duckworth and Seligman 2005;Duncan and Magnuson 2011;Farkas et al 1990;Hsin and Xie 2016;Jackson 2006;Lleras 2008;Rosenbaum 2001;Wolfe and Johnson 1995), even among individuals who share the same family background and cognitive abilities (Heckman and Rubinstein 2001;Heckman, Stixrud, and Urzua 2006). Given evidence in support of both conditions (1) and (2), we hypothesize that psychosocial skills, more than cognitive skills, mediate the effect of parental divorce on children's education.…”

Section: Mediating Effects Of Parental Divorce On Children's Outcomesmentioning

confidence: 89%

Unequal Families, Unequal Effects: How Parental Divorce Differentially Impacts Children's Educational Attainment

Brand¹,

Moore²,

Song³

et al. 2017

Preprint

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A substantial literature suggests that family disruption leads to lower educational attainment among children. We focus on how the effects of parental divorce on children's education differ across families with varying likelihoods of disruption. Using U.S. panel data, with careful attention to the assumptions and methods needed to estimate total and mediating causal effects, we find a significant effect of parental divorce on educational attainment among children whose parents were unlikely to divorce, for whom divorce was thus a relative shock. We find no effect among children whose parents were likely to divorce and for whom divorce was one of many disadvantages, and thus less economically and socially disruptive. We also find that the observed effect of divorce on children's education is strongly mediated by post-divorce family income. Children's psychosocial skills also explain a portion of the effect among children with a low propensity for parental divorce, while cognitive skills play no role in explaining the negative association between divorce and children's education. Our results suggest that family disruption does not uniformly disrupt children's attainment. UNEQUAL FAMILIES, UNEQUAL EFFECTS:HOW PARENTAL DIVORCE DIFFERENTIALLY IMPACTS CHILDREN'S EDUCATIONAL ATTAINMENT Family disruption has long been implicated as a critical event impacting the lives of children.Parental divorce negatively affects a variety of children's outcomes, including psychological wellbeing and academic achievement (see McLanahan, Tach, and Schneider [2013] for a review).Highly-cited research has shown that divorce is negative for children's educational attainment Prior research has also largely overlooked how the predisposition to experience parental divorce may condition the mechanisms by which parental divorce impacts children's education.We assess the degree to which decreased educational attainment among children in response to parental divorce is mediated by three factors: post-divorce family instability, family economic resources, and children's skills. Our study is thus motivated by two central aims. First, we assess how the effects of parental divorce vary across families with varying likelihoods, or propensities, of disruption. We hypothesize that family "disruption" is not uniformly disruptive. For some, such events require no more than a modicum of social-psychological and behavioral response. For others, such events are 3 unexpected shocks and necessitate considerable adjustment. The degree of disruption varies by the likelihood and corresponding expectation that such events will occur. Through examining heterogeneity in the effects of divorce by the observed likelihood that children experience a parental divorce, we shed new light on subpopulations for whom the causal effects of divorce may be considerable, modest, or even absent. Second, once we establish how total effects vary across families, we assess several key mediating effects, or mechanisms through which parental divorce affects children's educatio...

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Assessing the Oppositional Culture Explanation for Racial/Ethnic Differences in School Performance

Cited by 565 publications

References 26 publications

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Social and behavioral skills and the gender gap in early educational achievement

Unequal Families, Unequal Effects: How Parental Divorce Differentially Impacts Children's Educational Attainment

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