Cultural Explanations for Racial and Ethnic Stratification in Academic Achievement: A Call for a New and Improved Theory

Autor/inn/en	Warikoo, Natasha; Carter, Prudence
Titel	Cultural Explanations for Racial and Ethnic Stratification in Academic Achievement: A Call for a New and Improved Theory
Quelle	In: Review of Educational Research, 79 (2009) 1, S.366-394 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654308326162
Schlagwörter	Ethnicity; Elementary Secondary Education; Racial Differences; Cultural Context; Minority Groups; Cultural Influences; Academic Achievement; Immigrants; Social Theories; Acculturation; School Culture; Educational Environment; Cultural Differences; Social Class; Gender Differences; Track System (Education); African Americans; Hispanic Americans; Whites; Asian Americans; American Indians + Suchen Sie Ihr Suchwort? Ethnizität; Rassenunterschied; Ethnische Minderheit; Cultural influence; Kultureinfluss; Schulleistung; Immigrant; Immigrantin; Immigranten; Gesellschaftstheorie; Akkulturation; Schulkultur; Schulleben; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kultureller Unterschied; Social classes; Soziale Klasse; Geschlechterkonflikt; Leistungsgruppe; Leistungsdifferenzierung; Afroamerikaner; Hispanic; Hispanoamerikaner; White; Weißer; Asian immigrant; United States; Asiatischer Einwanderer; USA; American Indian; Indianer
Abstract	In this article we assess the literature on cultural explanations for ethno-racial differences in K-12 schooling and academic performance. Some cultural arguments problematically define certain ethno-racial identities and cultures as subtractive from the goal of academic mobility while defining the ethnic cultures and identities of others as additive and oriented toward this goal. We review two prevailing schools of thought that compare immigrant and native minority students: cultural-ecological theory and segmented assimilation theory. Second, we examine empirical research that highlights the complexity of culture, focusing on four domains: (a) the school's cultural environment; (b) variation in identities and cultural practices within ethnic and racial groups; (c) the multidimensional nature of culture and its variable impact on students; and (d) the intersections of race, ethnicity, class, and gender. This literature--when synthesized--suggests that a coherent theory of culture's impact on ethnic and racial differences in schooling outcomes must unpack the multiple influences of identity and context more deliberately than previous literature has done. Finally, we call for studies that employ comparative research across groups and understand race and ethnicity contextually, not as mere dummy variables, thereby equipping researchers with the tools to better explain how culture influences schooling and achievement. (Contains 6 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10