Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

The creation and maintenance of a 'learning-loving minority' in conventional high schools: a research-based response to John Ogbu.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
  • Additional Information
    • NAICS/Industry Codes:
      923110 Administration of Education Programs
      611699 All Other Miscellaneous Schools and Instruction
      611710 Educational Support Services
      611110 Elementary and Secondary Schools
    • Subject Terms:
    • Abstract:
      This research focuses on the adaptation strategies of students from an innovative elementary school run as a community of learners who have been involuntarily 'thrown into' competitive, credentialism-based high schools. We apply the anthropologist John Ogbu's comparative historico-ecological framework of 'minority' to the innovative school graduates in their new school contexts. The students in our study, whom we refer to as a 'learning-loving minority', were generally academically successful in their new conventional schools, yet expressed distinctly ambivalent attitudes toward conventional schooling practices. Discourse analysis revealed distinct response patterns, some paralleling those of (unsuccessful) involuntary minority students and others paralleling those of (successful) immigrant minority students described by Ogbu. We suggest that Ogbu's comparative historico-ecological approach can be useful for education research but should be modified to take into account the effect of the institution of conventional schooling itself—its competitive, credentialistic and meritocratic nature—which has to date been under-analysed within Ogbu's theoretical perspective. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Oxford Review of Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • Author Affiliations:
      1University of Delaware, USA
      2University of Vigo, Spain
    • ISSN:
      0305-4985
    • Accession Number:
      10.1080/03054985.2010.491186
    • Accession Number:
      52889667
  • Citations
    • ABNT:
      MATUSOV, E.; DEPALMA, R.; SMITH, M. The creation and maintenance of a “learning-loving minority” in conventional high schools: a research-based response to John Ogbu. Oxford Review of Education, [s. l.], v. 36, n. 4, p. 463–480, 2010. DOI 10.1080/03054985.2010.491186. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=52889667&custid=s8280428. Acesso em: 3 jul. 2020.
    • AMA:
      Matusov E, DePalma R, Smith M. The creation and maintenance of a “learning-loving minority” in conventional high schools: a research-based response to John Ogbu. Oxford Review of Education. 2010;36(4):463-480. doi:10.1080/03054985.2010.491186.
    • AMA11:
      Matusov E, DePalma R, Smith M. The creation and maintenance of a “learning-loving minority” in conventional high schools: a research-based response to John Ogbu. Oxford Review of Education. 2010;36(4):463-480. doi:10.1080/03054985.2010.491186
    • APA:
      Matusov, E., DePalma, R., & Smith, M. (2010). The creation and maintenance of a “learning-loving minority” in conventional high schools: a research-based response to John Ogbu. Oxford Review of Education, 36(4), 463–480. https://doi.org/10.1080/03054985.2010.491186
    • Chicago/Turabian: Author-Date:
      Matusov, Eugene, Renée DePalma, and MarkPhilip Smith. 2010. “The Creation and Maintenance of a ‘Learning-Loving Minority’ in Conventional High Schools: A Research-Based Response to John Ogbu.” Oxford Review of Education 36 (4): 463–80. doi:10.1080/03054985.2010.491186.
    • Harvard:
      Matusov, E., DePalma, R. and Smith, M. (2010) ‘The creation and maintenance of a “learning-loving minority” in conventional high schools: a research-based response to John Ogbu’, Oxford Review of Education, 36(4), pp. 463–480. doi: 10.1080/03054985.2010.491186.
    • Harvard: Australian:
      Matusov, E, DePalma, R & Smith, M 2010, ‘The creation and maintenance of a “learning-loving minority” in conventional high schools: a research-based response to John Ogbu’, Oxford Review of Education, vol. 36, no. 4, pp. 463–480, viewed 3 July 2020, .
    • MLA:
      Matusov, Eugene, et al. “The Creation and Maintenance of a ‘Learning-Loving Minority’ in Conventional High Schools: A Research-Based Response to John Ogbu.” Oxford Review of Education, vol. 36, no. 4, Aug. 2010, pp. 463–480. EBSCOhost, doi:10.1080/03054985.2010.491186.
    • Chicago/Turabian: Humanities:
      Matusov, Eugene, Renée DePalma, and MarkPhilip Smith. “The Creation and Maintenance of a ‘Learning-Loving Minority’ in Conventional High Schools: A Research-Based Response to John Ogbu.” Oxford Review of Education 36, no. 4 (August 2010): 463–80. doi:10.1080/03054985.2010.491186.
    • Vancouver/ICMJE:
      Matusov E, DePalma R, Smith M. The creation and maintenance of a “learning-loving minority” in conventional high schools: a research-based response to John Ogbu. Oxford Review of Education [Internet]. 2010 Aug [cited 2020 Jul 3];36(4):463–80. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=52889667&custid=s8280428