The Myths Of Oppositional Culture

Abstract

Informed by the Afrocentric quest to "abandon ethnocentric and racist systems of logic and to place the un-discussed in the center of discourse" (Asante, 1990, p. 6), this article challenges oppositional culture theory and the idea of "acting White." More specifically, this article first reveals how oppositional culture theory, at its core, is a culture-of-poverty theory of Black academic underperformance. Second, this article examines the notion of acting White and ties it to the critical literature on Whiteness, in the process demonstrating how it fosters White supremacy by making Whiteness an invisible category. Finally, it is argued that rather than a rejection of academic success, cultural agency is at the heart of Black students' resistance to acting White. It is asserted that at a fundamental level, Black students are seeking liberation from the destructive grips of White supremacy and a culturally affirming way of being human.Since the 1970s, John Ogbu has endeavored in a project to explain the lower academic performance of different marginalized groups relative to the dominant group. In this attempt, he has proposed an ecological theory of academic underperformance that has popularly been known as oppositional culture theory. The theory argues that some racial and ethnic groups underachieve academically because schooling and the educational system are seen as extensions of the dominant culture that threatens their group's cultural

From Opposition to Engagement: Lessons from High Achieving African American Students

“…Understanding the experiences of these students might have important implications for improving achievement levels and for mediating school failure among African American students. Lundy (2003) argues that rather than rejecting academic success, many black students see high achievement as cultural agency and resistance against white supremacy. Therefore, they engage rather than disengage from schools.…”

“…Rather than focusing on disengagement or culture of poverty or opposition, this project emphasizes school engagement and resilience among black students. Researchers have found that rather than leveling their school aspirations, many black students engage in school and use it as a form of self and group agency (Hilliard, 2003;Lundy, 2003). This research investigates the school experiences of high achieving African American students.…”

“…The ''achievement gap'' narrative uses white studentsÕ average performances as a benchmark, to which black students must measure up to. In so doing, this assessment assumes that white studentsÕ performances are acceptable and that whiteness is the norm (Lundy, 2003). However, by international comparisons, white American studentsÕ performances are well below global averages.…”

Effective Educational Practice: A Crucial First Step in Addressing the Needs of Traditionally Overlooked Students

“…Standardized tests often fail to provide opportunities for poor and racially diverse students to demonstrate their advanced potential (Sternberg, 2007), may be culturally biased, often lack in quality, and do not accurately measure how or what minority or disadvantaged students have learned (Baker, 2005;Garcia & Guerra, 2004). Addressing pervasive systemic inequalities, classism, and racism that are perpetuated or reinforced in schools is ultimately more equitable than continuing to respond to test score discrepancies with increased test preparation and focus on basic skills (Armstrong, 2010;Bomer, Dworin, May, & Semingson, 2008;Boykin, 1985;Gorski, 2007Gorski, & 2008Lundy, 2003;Rogalsky, 2009). …”

“…Funding in public school districts often reflects social and racial stratification (Biddle & Berliner, 2002;Condron & Roscigno, 2003), and poor and racially diverse students encounter inequities in the schooling experiences themselves (Fram, Miller-Cribbs, & Van Horn, 2007;Giroux & Schmidt, 2004;Kozol, 1991). In EFFECTIVE EDUCATIONAL PRACTICE 13 addition, the standardized tests that are common measures of student learning are often ineffective measures of culturally or racially diverse students' capabilities (Baker, 2005;Garcia & Guerra, 2004;Sternberg, 2007) and subsequently promote misguided responses, especially heavy remediation (Armstrong, 2010;Bomer, Dworin, May, & Semingson, 2008;Boykin, 1985;Gorski, 2007Gorski, & 2008Lundy, 2003;Rogalsky, 2009). …”