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

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.     

Becoming American,Constructing Ethnicity: Immigrant Youth and Civic Engagement

After presenting demographic data to demonstrate why immigrant youth are and will be important, this article addresses the limited literature on immigrant youth civic engagement. It also examines the historical literature of immigrant youth in the United States, specifically that of the last great wave of immigration approximately 100 years ago, along with the literature on contemporary adult immigrant civic engagement. It concludes that today's immigrant youth are Americanizing. Nevertheless, when U.S. society and particularly the U.S. state treats immigrant youth as different, the immigrant youth respond with pride by defending their cultural integrity, their right to be different. Contemporary immigrant youth also have the opportunity to maintain transnational ties with their homeland. In response to these forces and opportunities, immigrant youth maintain multiple identities, sometimes identifying with their homeland culture at other times with the United States. The unanswered question is what difference these multiple ties may make for civic engagement.     

Examining Interactions across Language Modalities: Deaf Children and Hearing Peers at School

Deaf youth easily become communicatively isolated in public schools, where they are in a small minority among a majority of hearing peers and teachers. This article examines communicative strategies of deaf children in an American "mainstream " school setting to discover how they creatively manage their casual communicative interactions with hearing peers across multimodal communicative channels, visual and auditory. We argue that unshared sociolinguistic practices and hearing-oriented participation frameworks are crucial aspects of communicative failure in these settings. We also show that what look like "successful" conversational interactions between deaf and hearing children actually contain little real language and few of the complex communication skills vital to cognitive and social development. This study contributes to understanding the social production of communicative isolation of deaf students and implications of mainstream education for this minority group.     

Minority Status and Schooling in Canada

To what extent can we account for the educational achievement data of minority francophone, aboriginal, and African Canadian students using Ogbu's (1978, 1992) distinction between voluntary and involuntary minorities? While Ogbu's distinction is useful in highlighting the impact of status and power relations on student achievement, a more flexible and inclusive framework is needed to account for the variability of academic outcomes and to plan educational interventions that will challenge the way school failure is constructed. Academic growth among subordinated-group students will result only from educator-student interactions that actively promote collaborative relations of power and contest the still pervasive influence of coercive relations of power.     

Swimming: On Oxygen, Resistance, and Possibility for Immigrant Youth under Siege

In this article, we consider the ways in which educational policies and institutions today enable or obstruct young people who are immigrant English-language learners as they seek to cross cultural and educational borders. Contrasting a class action suit in California protesting high stakes testing that will significantly limit graduation rates, and an ethnographic analysis of the international high schools in which immigrant youth engage with cultural and educational depth and support and graduate at exceptional rates, this article challenges the current policy climate in which immigrant youth are increasingly under siege and at risk of being multiply undocumented. In the spirit of protest, we trace the many sites of resistance and possibility dotting the nation, in which educators, communities, families, advocates, and youth are demanding educational access and justice.     

Perceived advantages: the influence of urban and suburban neighbourhood context on the socialization and adaptation of Mexican immigrant young men

Neighbourhoods are important contexts for the socialization and adaptation of immigrant youth. They provide resources and opportunities for positive interactions with peers and non-family adults. But neighbourhoods differ systemically in their demographic composition and the type and quality of resources they offer young people. In the US, there is an implicit assumption equating suburban neighbourhoods with better schools, more jobs and higher quality housing compared to urban neighbourhoods. There is however, little explicit empirical evidence of how such differences may shape the experience of immigrant youth. This gap is concerning in light of recent trends of immigrants to move directly to the suburbs. The first part of the paper reviews the literatures on immigrant adaptation and neighbourhood effects. Drawing on two qualitative studies, the second part of the paper illustrates mechanisms through which suburban and urban neighbourhoods may influence the socialization and adaptation of immigrant youth growing up in them.     

Queer in America: Citizenship for Sexual Minority Youth

Sexual minority youth face many challenges in their daily lives. This article considers the barriers that hinder their opportunities for citizenship development in 3 key developmental domains: family, faith, and education. Theoretical perspectives on sexuality and citizenship provide a lens through which to view examples of settings in which sexual minority youth have created new spaces within which to explore their identities, develop community, and create social change. These settings include online communities for lesbian, gay, bisexual, transgender, and questioning youth, and high school Gay-Straight Alliances.     

The growth of Korean immigrant entrepreneurship in Chicago

The growth of Korean immigrant entrepreneurship in Chicago is a product of three interacting factors: employment opportunities in the general labour market, resource mobilization, and business opportunity structures. Because of their language barrier and less transferable education and occupational skills in the American labour market, many Korean immigrants could not find white‐collar occupations for which they had been trained. Disadvantaged, but still strongly motivated for upward economic mobility in the United States, many of them became self‐employed business owners. Korean immigrants’ middle‐class backgrounds and their stable family structures and strong family ties helped them to realize their goal of business ownership. In addition, social networks based on kinship, friendship, church membership, and school ties provided prospective business owners with financial assistance, training, business advice, and information about business opportunities. The first business opportunities for Korean immigrants of Chicago opened in Korean ethnic markets and non‐ethnic minority markets almost simultaneously in the early 1970s. While the demand of Koreans for their cultural products created an economic niche for Korean‐oriented businesses, the export‐import trade linkage between South Korea and the United States has paved the way for the entrance of Korean businesses into minority areas. Because of different economic niches, the two types of Korean businesses developed independently. The interethnic succession of residence, which had occurred in the late 1960s and early 1970s also produced vacated business opportunities in Koreatown and black neighbourhoods, enabling Korean immigrants to enter these areas without great resistance from local businesses. After Korean immigrants had accumulated capital and experience in Korean ethnic markets and minority markets, they advanced into more capital‐intensive businesses like garment manufacturing. Korean immigrant professionals began to enter the Korean ethnic economy in the early 1980s when the foundation of the Korean ethnic economy was already established.     

Exploring and Explaining the Variability: Cross-National Perspectives on the School Performance of Minority Students

This article introduces the theme issue on ethnicity and school performance and provides an overview of five international case studies—from the Netherlands, France, Britain, Israel, and Canada—each of which examines the variability in the school performance of ethnic minority youth in their respective countries.     

Participation in organized activities among Mexican and other Latino youth in Los Angeles: Variation by mother’s documentation status and youth’s age

Abstract

Although organized activities promote positive youth development, Latina/os are least likely to participate among ethnic minority youth. This study tested whether an indicator of social stratification, namely mothers’ documentation status (i.e., nativity, citizenship, and legal status), explained low activity participation rates among Mexican and other Latino youth. As a secondary goal, this study tests competing hypotheses about whether the relation between documentation status and participation varied by youth age. Using Los Angeles Family and Neighborhood Survey data, regression results indicated that Latino youth with unauthorized immigrant mothers were significantly less likely to participate in organized activities than those with native-born mothers, controlling for other variables. Post-estimation analyses indicated that participation gaps associated with mothers’ documentation status were larger for older than younger Latino youth. These findings suggest that documentation may function on a developmental continuum and that there was a developmental amplification of the effects of parents’ documentation status on youth activity participation.AQ3     

The Role of Language in Nation-Building within the European Union

Europe is home to a vast array of indigenous languages, not to mention numerous immigrant languages. European Union (EU) acknowledgement of “national” languages as official languages results in a privileged status for these languages vis-à-vis the minority languages with which they cohabit. This support prevents hegemony by a single language such as English, yet the EU simultaneously undermines these national languages domestically by promoting their minority language competitors. This paradox can only be understood by examining the developing model for European identity whereby identity is viewed as variable and multi-faceted, rooted in multilingual facility and the absence of a single, monolithic source of identity. If the project of creating a European identity is viewed as nation-building,it is central to consider how the issue of language diversity is addressed at the European level. The paper begins by discussing the concept of national identity and the central role that language plays in its determination, as well as what modern conceptions of language planning bring to this process. After exploring the European language terrain, the paper considers whether the EU can even be said to have a language policy. The discussion focuses on multilingual education programs, the treatment of minority languages, and the issue of languages spoken by immigrant populations. Having presented these conceptual tools and policy surveys, an analytical framework is introduced that situates the nation-building process in relation to the creation of a common European identity.     

Uncertainties about 'painless' animals

Macer explores whether it is possible to genetically alter animals to reduce or eliminate their capacity to feel pain, whether it would be ethical to do so, and how we would regard animals that do not feel pain. A possible use for such animals would be as subjects for laboratory research. Among the scientific, philosophical, and ethical uncertainties of pain that Macer considers are: can we define pain? how do we measure pain and anxiety? is pain always related to suffering? what is the minimum level of pain that a being must be able to feel before we reach the conclusion that it should not be used by other beings? are we justified in using beings that do not feel pain when we would not be if they did feel pain and suffer from it?     

Literacy, Culture, and Politics of Schooling: Counternarratives of a Chinese Canadian Family

To counter the "grand narratives" of the model minority myth, this study unveils the stories of a Chinese immigrant family who are encountering difficulties with schooling. The study demonstrates a complex interrelationship between home literacy, culture, and politics of schooling. Findings suggest that cultural mismatch theory alone cannot explain minority schoolfailure. Rather, multilevel interactions, including cultural differences, modes of incorporation, and differential power relationships between school and home, result in minority students' school difficulties.     

Puerto Rican High Achievers: An Example of Ethnic and Academic Identity Compatibility

Although research finds that members of some involuntary minority ethnic groups tend to develop oppositional identities, Puerto Rican students studied in this research project at an urban high school did not associate school success with "whiteness." These students were academically successful while still maintaining their ethnic identity. They were not accused of acting white, did not mask their academic accomplishments, and did not assume raceless personas. Different conceptualizations of ethnicity, sociohistorical context, and class may account for their maintenance of ethnic identity while achieving success in school.     

Driving integration: how is it done

ABSTRACT

The present dilemma of immigrant integration in the West is, that for previous generations of immigrants in Europe and the United States, education and politics were strong engines that drove integration. However, these engines have not worked so well for this current wave of immigration, despite emerging progress. In this review, I examine the chapters on education and politics. Two questions emerge: first, with regard to education, how much can the ineffectiveness of the education system be attributed to the cultural challenges of immigration, compared to the challenges of class, with implications for immigrants and natives as well? and second, with regard to politics, is the problem not just the numbers of minority representatives, but how they are organized, and for what purpose – indeed, if they have a purpose?     

Stepping beyond Sí Se Puede: Dichos as a Cultural Resource in Mother—Daughter Interaction in a Latino Family

This mother—daughter case study focuses on a key feature of discourse within a Mexican immigrant family that links oral traditions to resilience and motivation. I combine observations from a previous ethnographic study with recent follow-up interviews of a Mexican immigrant student building on a funds of knowledge framework and an ecological perspective. Expanding on current mother—daughter pedagogic theory, I map "dichos" as they are emblematic of cultural funds of knowledge and how they assume a relationship to resistance and academic attainment for a young Mexican immigrant. The findings challenge the notion that working-class Latino families do not care about the educational fortunes of their youth and lack knowledge and resources to guide their children academically.     

Effects of the Positive Action Program on Indicators of Positive Youth Development Among Urban Youth

This study evaluated effects of Positive Action, a school-based social-emotional and character development intervention, on indicators of positive youth development (PYD) among a sample of low-income, ethnic minority youth attending 14 urban schools. The study used a matched-pair, cluster-randomized controlled design at the school level. A multiple-measure self-report protocol assessed four key strengths and resources for PYD: self-concept, peer affiliations, ethics, and social skills. Students (n = 1170) were assessed from grades 3 to 8; the duration of the intervention, with drop-outs and late entrants was included in analyses. Growth curve analyses revealed evidence of favorable program effects on each of the four types of resources. The study contributes to PYD research by providing evidence for school-based interventions in low-income, urban contexts for ethnic minority youth.     

The effect of minority status and social context on the development of depression and anxiety: a longitudinal study of Puerto Rican descent youth

Few longitudinal studies have explored to date whether minority status in disadvantaged neighborhoods conveys risk for negative mental health outcomes, and the mechanisms possibly leading to such risk. We investigated how minority status influences four developmental mental health outcomes in an ethnically homogeneous sample of Puerto Rican youth. We tested models of risk for major depressive disorder (MDD) and generalized anxiety disorder (GAD), depressive and anxiety symptoms (DAS), and psychological distress, as Puerto Rican youth (aged 5‐13 years) transitioned to early adulthood (15‐29 years) in two sites, one where they grew up as a majority (the island of Puerto Rico), and another where they were part of a minority group (South Bronx, New York). At baseline, a stratified sample of 2,491 Puerto Rican youth participated from the two sites. After baseline assessment (Wave 1), each youth participant and one caregiver were assessed annually for two years, for a total of three time points (Waves 1‐3). From April 2013 to August 2017, participants were contacted for a Wave 4 interview, and a total of 2,004 young people aged 15 to 29 years participated in the assessment (response rate adjusted for eligibility = 82.8%). Using a quasi‐experimental design, we assessed impacts of minority status on MDD, GAD, DAS and psychological distress. Via mediation analyses, we explored potential mechanisms underlying the observed relationships. Data from 1,863 Puerto Rican youth (after exclusion of those with MDD or GAD during Waves 1‐3) indicated links between minority status and higher rates of lifetime and past‐year GAD, DAS and past 30‐day psychological distress at Wave 4, and a marginal trend for MDD, even after adjustments. Childhood social support and peer relationships partially explained the differences, as did intercultural conflict, neighborhood discrimination, and unfair treatment in young adulthood. The experience of growing up as a minority, as defined by context, seemingly elevates psychiatric risks, with differences in social relationships and increased social stress as mediators of this relationship. Our findings suggest that interventions at the neighborhood context rather than at the individual level might be important levers to reduce risks for the development of mood disorders in minority youth.     

Sexual Orientation and Functional Pain in U.S. Young Adults: The Mediating Role of Childhood Abuse

Objective

Pain without known pathology, termed “functional pain,” causes much school absenteeism, medication usage, and medical visits. Yet which adolescents are at risk is not well understood. Functional pain has been linked to childhood abuse, and sexual orientation minority youth (gay, lesbian, bisexual, “mostly heterosexual,” and heterosexual with same-sex sexual contact) are more likely to be victims of childhood abuse than heterosexuals, thus may be at greater risk of functional pain.

Methods

We examined sexual orientation differences in past-year prevalence of functional headache, pelvic, and abdominal pain and multiple sites of pain in 9,864 young adults (mean age = 23 years) from a large U.S. cohort. We examined whether childhood abuse accounted for possible increased risk of functional pain in sexual minority youth.

Results

Sexual minority youth, except for gays and lesbians, were at higher risk of functional pelvic and abdominal pain and multiple sites of pain than heterosexuals. Gay and lesbian youth had elevated prevalence only of abdominal pain. Childhood abuse accounted for 14% to 33% of increased experience of multiple sites of pain in minority youth.

Conclusions

Youth who identify as “mostly heterosexual” or bisexual or who identify as heterosexual and have had same-sex partners comprised 18% of our sample. Clinicians should be aware that patients with these orientations are at elevated risk of functional pain and may be in need of treatment for sequelae of childhood abuse. Conventional categorization of sexual orientation as heterosexual or homosexual may fail to distinguish a large number of youth who do not wholly identify with either group and may be at elevated risk of health problems.