Black Student Achievement and the Oppositional Culture Model

This study explores the connection between Black student achievement and the oppositional culture model. The author examined the educational experience of both under-achieving and high-achieving high school students of African heritage in one urban high school in Massachusetts. Utilizing data from an exploratory study, the author suggests that Ogbu 's oppositional culture explanation may not be applicable to the experience of certain Black heritage students in the United States. It was the purpose of this study to explore the differences in self-concept, academic behavior, and self-reported personal experiences between high-achieving African heritage students and underachieving African heritage students. This exploratory study was conducted in order to better understand the factors that contribute to the success or underachievement of African heritage students who are judged by their teachers to be academically capable of success; thus, it does not include students who are failing, drop-outs, or students judged by teachers as unable to cope with academic work. It is the purpose of this article to explore the significant findings of this study that appear to challenge the oppositional culture model of Black student achievement. There have been several studies with a focus on Black student achievement and underachievement. Cross, Strauss, and Fhagen-Smith (1999) discuss the implications of Black identity in terms of educational outcomes. Rowley, Sellers, Chavous, and Smith (1998), as well as Sellers and Shelton (2003), examine racial identity, perceived discrimination, and other influences on academic achievement. Ford (1996) examines strategies for reversing underachievement among gifted students. Teacher expectations and differential treatment have been shown to impact Black students' academic achievement (Ferguson, 2000; Roscigno, 1998). Both the pressures associated with test-taking and the structure of standardized tests are linked to the academic underachievement of African American students (Jencks, 1998; Steele, 1999). Steele (1992) and Ogbu (1991) show that the situational experiences that African American students face on a daily basis combined with their ethnic history in the United States has lead to disassociation and academic underachievement, which Steele calls "stereotype threat. " While many authors have examined this phenomenon, John Ogbu (1986, 1991) is possibly the most widely referenced author in regard to oppositional culture and Black student achievement. Ogbu suggests that years of oppression faced by Black families in the United States has caused Black students to form an oppositional culture model in which they no longer see the value of education and see success in education as a White value or trait. The findings from this study contradict this hypothesis. While this study is an exploratory one based on a small sample, it is clear that these students view their academic situation as a case of rejection and not opposition. They see their choices as a direct result of opportunities and personal interest rather than failure and underachievement. METHOD The setting is a diverse, urban high school in Massachusetts. This school has a population of 1,583 students, grades 7 through 12 (grades 7 and 8 are satellite students and only make up 85 students total). During the 2000-2001 academic year, 10.4% of students were classified as African American, 8.8% Asian, 16.9% Hispanic, . 1% Native American, and 63.8% White. The high school has a 90% daily attendance rate, and 85% of graduating seniors attend 2- or 4-year colleges. The school is centrally located between one of the poorer areas of the city and one of the more affluent areas of the city. This urban location has created a racially and economically diverse school population that remains approximately 64% White and 46% minority. Initially, teachers were asked to identify African American students whom they considered to be high achievers or underachievers. …