Voluntary and Involuntary Minorities: A Cultural‐Ecological Theory of School Performance with Some Implications for Education

Abstract

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.

Language of Instruction and Ethnic Disparities in School Success

“…These may include experiencing war, living in a refugee camp, temporary parental unemployment, positive or conflictual relationship between the family or immigrant community and host society, as well as the student's age and level of entry in the host society's school system (Fakeye & Yemi, 2009;Ogbu & Simmons, 1998;Suárez-Orozco, Suárez-Orozco, & Todorova, 2008;Vallet & Caillé, 1996). Parents' and children's linguistic characteristics may also moderate the influence of the family's socioeconomic condition.…”

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

“…In a related vein, researchers have noted that achievement motivation may depend on whether a group's migration to the United States was voluntary as opposed to involuntary (Ogbu, 2001;Ogbu & Simons, 1998). For example, traditional voluntary migrants were able to learn that academic achievement is the key to upward social mobility and were able to quickly adopt this value as their own.…”

“…Others question the conclusions drawn about stereotype threat, because research has not yet considered the role of voluntary and involuntary minority status in performance outcomes (Ogbu, 2001;Ogbu & Simons, 1998). Future research will need to investigate the generalizability of stereotype threat research.…”

Board # 87 : Native-Born and Foreign-Born Black Students in STEM: Addressing STEM Identity and Belonging Barriers and their Effects on STEM Retention and Persistence at the Two Year College

“…The differences may enhance socioeconomic and educational attainment of foreign-born blacks, who were socialized in a society where they are the racial majority, thus potentially creating an achievement gap between foreign-born and native-born blacks. 20 To further understand cultural distinction theory, Ogbu & Simmons 21 classify foreign-born blacks and native-born blacks as voluntary and involuntary minorities, respectfully. Foreign-born blacks (voluntary minorities) are those who have chosen to come to the United States in order to obtain a better future, and as such, they may not internalize the cultural dynamics of America or feel particularly a part of the relationship between American Whites and non-Whites.…”

“…22 Native-born blacks (involuntary minorities) are those that (1) did not choose but were forced against their will to become a part of the United States, and (2) usually interpret their presence in the United States as forced by white people. 21 Native-born blacks (involuntary minorities) often do not share the same level of positive expectations for their future as foreign-born blacks 23 thus, tend to experience the more challenges with academic performance and adjusting to school than foreign-born blacks (voluntary minorities). This cultural difference is often observed in the academic attainment performance gap that exists for both foreign-born blacks and native-born blacks in comparison to their white counterparts, but more specifically, in the performance gap that exists between the two groups.…”