Assessing the oppositional culture explanation for racial/ethnic differences in school performance
Assessing the oppositional culture explanation for racial/ethnic differences in school performance
复制标题
DOI：
10.2307/2657266
复制
发表时间：
1998-08-01
影响因子：
9.1
通讯作者：
Downey, DB
中科院分区：
文献类型：
--
作者：
Ainsworth-Darnell, JW;Downey, DB
对学校表现种族差异的对立文化解释认为，来自历史上受压迫群体（非自愿少数群体）的个体通过抵制学校目标来表明他们对主导群体的敌意。相比之下，来自优势群体和自由迁移到东道国的群体（少数移民）的个人对他们获得教育和职业成功的机会持乐观态度。由于其历史和跨文化的吸引力，这一解释得到了学术界的广泛认可，尽管该理论的关键含义尚未经过仔细检验。支持者未能系统地比较非自愿群体、主流群体和移民群体对职业机会的看法和对上学的抵制。我们使用来自国家教育纵向研究第一次随访的非裔美国人、亚裔美国人和非西班牙裔白人高中二年级学生的大量样本，为对立文化解释提供了第一个严格的测试。经过仔细研究，它的关键预测失败了。
The oppositional culture explanation for racial disparities in school performance posits that individuals from historically oppressed groups (involuntary minorities) signify their antagonism toward the dominant group by resisting school goals. In contrast, individuals from the dominant group and groups that migrated freely to the host country (immigrant minorities) maintain optimistic views of their chances for educational and occupational success. Because of its historical and cross-cultural appeal, this explanation has been well-received by academics, although key implications of the theory have not been carefully tested. Proponents have failed to systematically compare perceptions of occupational opportunity and resistance to school across involuntary, dominant and immigrant groups. Using a large sample of African American, Asian American, and non-Hispanic white high school sophomores from the first follow-up of the National Education Longitudinal Study, we provide the first rigorous test of the oppositional culture explanation. Upon close scrutiny, its key predictions fail.