Oppositional Culture and Academic Performance among Children of Immigrants in the USA
2002; Routledge; Volume: 5; Issue: 2 Linguagem: Inglês
10.1080/13613320220139626
ISSN1470-109X
AutoresTomás Daniel Menéndez Rodríguez,
Tópico(s)Multilingual Education and Policy
ResumoA series of ethnographic case studies around the world has pointed to the lower academic performance of non-immigrant (involuntary) minority youths such as blacks and Mexicans in the USA, Maoris in New Zealand, Burakumin in Japan, and Crusians in the Virgin Islands. This outcome results from a set of negative perceptions, interpretations and responses towards schooling which have been conditioned by a history of group subordination. If indeed such attitudes and behaviors are held in considerable amounts by non-immigrant minority youths, it may be expected that academic performance among immigrants would suffer in schools with large proportions of non-immigrant minorities, where a 'normative climate' of apathy and failure may inhibit school performance among immigrant youths. The author uses longitudinal data to analyze involuntary minority enrollment effects upon grade point average and mathematics performance for samples of Cuban, Nicaraguan, and Haitian immigrants in South Florida, USA. Nicaraguan grade point average and Cuban and Nicaraguan mathematics performance decline with higher percentages of involuntary minority enrollments.
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