bluuebunny/crossref_metadata_2025 huggingface dataset:
Cultural Discontinuities and Schooling
Authors: Ogbu John U.
Published: May 2005

Anthropologists have long hypothesized that major differences in the school experiences of various populations lie in the discontinuities between their cultural backgrounds and the culture of the schools. Research has, therefore, generally focused on differences in cultural values, cognitive, motivational, communicative, and interactional domains that are presumed to affect school experience. This paper attempts to refine the cultural discontinuity hypothesis by distinguishing between three types of discontinuities: universal, primary, and secondary discontinuities. It is suggested that each is more or less associated with a distinct type of school “problems” and that some problems of racial or castelike minority students in societies like the United States arise principally from secondary cultural discontinuities. ANTHROPOLOGY, BLACK AMERICANS, CULTURAL DISCONTINUITIES, CULTURAL PLURALISM, MINORITY EDUCATION.
Explaining Jewish Student Failure1
Authors: Schoem David
Published: May 2005

This paper will first present a description of the community of one particular Jewish school. It will then review some of the more widely debated theories of student failure and suggest an alternative explanation as the cause of failure for these Jewish students, i.e. the lack of a compelling reward as the end product of schooling. STUDENT FAILURE, BLACK STUDENTS, JEWISH EDUCATION, MINORITY EDUCATION, ANTHROPOLOGY OF EDUCATION.
Anthropology and Education: Issues from the Issues1
Authors: Harrington Charles
Published: May 2005

I am the first editor of AEQ to serve the two three‐year terms allowed by the bylaws of the Council on Anthropology and Education. As I depart I offer a few thoughts relating the last six years of AEQ to their context: the past and future of anthropology and education. The remarks are offered as an opportunity for the reader to evaluate whatever my biases may have been. Beginning with an overview of our heritage from anthropology, I review the development of anthropology and education in order to relate what we have published to the core issues of the field. At the end I offer some thoughts on the issue of public policy. ANTHROPOLOGY, EDUCATION, THEORY, HISTORY, POLICY.
Can Ethnographic Research Go Beyond the Status Quo?
Authors: Cazden Courtney B.
Published: May 2005

This article is a slightly revised version of the Past President's Address delivered at the annual business meeting of the Council on Anthropology and Education, Washington, DC, 6 December 1982. ETHNOGRAPHIC RESEARCH; PROGRAM DESIGN; SCHOOL IMPROVEMENT.
Southeast Asian Refugee Parents: An Inquiry into Home‐School Communication and Understanding
Authors: Blakely Mary M.
Published: May 2005

Southeast Asian refugee parents in one school district in the Pacific Northwest were interviewed to obtain their perspectives on formal education for their children attending local schools. Interpretation of survey data was augmented by two prior years of participant observation fieldwork in the setting. This account describes efforts in the district to learn about and to help refugee families adjust to American schools, with an emphasis on understanding parents' perceptions of the language and social environments of schools. Descriptive information is presented on family characteristics, cross‐cultural communication, parent involvement in schools, and bilingualism. The author identifies problems faced by refugee families and educators. SOUTHEAST ASIAN REFUGEES; PARENTS; ENGLISH AS A SECOND LANGUAGE; BILINGUALISM; HOME‐SCHOOL COMMUNICATION.
Whom Do We Serve? A Short Discussion of Freedom, Justice, and Power in Educational Research
Authors: Besag Frank P.
Published: May 2005

As part of a continuing effort at liaison between the Council on Anthropology and Education and the 1800‐member Division G of the American Educational Research Association, Frank Besag, Vice‐President of Division G (Social Context of Education) was invited to attend the CAE Business Meeting in Washington, DC, on 6 December 1982 and to discuss issues of mutual concern to the two organizations. Subsequent to the meeting, Besag was invited to formalize his comments for publication here.
Studying Urban Schools
Authors: Becker Howard S.
Published: May 2005

The following is a slightly revised version of an invited address presented at the “Ethnography in Education Research” Forum, Graduate School of Education, University of Pennsylvania, March 1983. In the article, the author reflects on the reasons that ethnographic studies are, and probably will continue to be, suspect in the field of education. Appreciation is expressed to Francis A.J. Ianni for help in preparing this paper.
Polarized Socialization in an Urban High School
Authors: Shimahara Nobuo K.
Published: May 2005

Based on ethnographic research, this article analyzes the pattern of polarized socialization at an urban high school. It concentrates on aspects of adolescent experience: the status‐stratified residential structure of the community, interaction patterns in the school, peer groups, the sectioning system adopted by the school, and the students' differential access to pedagogical content. Segregated interaction was typical in these dimensions of day‐to‐day life. The school contributed to perpetuating the structure that the community interposed to separate blacks from whites.
Teaching Fieldwork to Educational Researchers
Authors: Bogdan Robert
Published: May 2005

Until recently, participant observation and other forms of fieldwork were taught through apprentice relationships. Increasingly, formal courses are being taught to initiate novices into the field. This paper outlines one approach to teaching and invites the kind of dialogue and debate concerning research methods teaching that appears in the invited comments that follow.
Hookin‘’Em In at the Start of School in a ‘Whole Language’ Classroom
Authors: Edelsky Carole , Draper Kelly , Smith Karen
Published: May 2005

How does a teacher with an unusual stance regarding literacy get children to operate in line with her framework? In one inner‐city sixth grade classroom, the children acted according to new expectations before the first day was over. We describe the means used and contrast these with findings from literature on teacher effectiveness and the beginning of school. We explain the discrepancies and children's quick acceptance of the teacher's “deal” by appealing in part to differences in teachers' and researchers' theoretical orientations to literacy.
First Do No Harm: A Reply to Courtney Cazden
Authors: Kleinfeld Judith
Published: May 2005

This brief note is in response to Courtney Cazden's article, “Can Ethnographic Research Go Beyond the Status Quo?” in the Spring 1983 issue of the Anthropology and Education Quarterly. I argue that educators who reject anthropological contributions are doing so not because they find anthropology “unhelpful in their work.” Rather they believe anthropology is doing harm. Cultural differences are replacing cultural deprivation as the fashionable excuse for school failure.
Roots Revisited: Three Decades of Perspective
Authors: Spindler George D.
Published: May 2005

The following article, presented as an introduction to this special anniversary issue marking the beginning of the Anthropology and Education Quarterly's fifteenth year of publication, is a slight revision of the Past President's Address delivered at the annual business meeting of the Council on Anthropology and Education, Chicago, 19 November 1983.
Seishin Kyōiku in a Japanese Bank: A Description of Methods and Consideration of Some Underlying Concepts
Authors: Rohlen Thomas P.
Published: May 2005

Many Japanese companies, including the bank reported here, offer moral and spiritual training for new employees. Zen meditation, endurance walks, military boot camp experiences and the like teach fortitude, cooperation, self‐confidence and other qualitites of character and spiritual development. The attention to such education by modern corporations is notable. It reflects the particularly close ties between companies and their employees in Japan.
Gold Medallions: The Arithmetic Calculations of an Illiterate
Authors: Rosin R. Thomas
Published: May 2005

[Editor Singleton provided the following introduction for this article in its original printing: One of the skills usually associated with literacy is that of arithmetic computation. We are tempted to assume, therefore, that illiterate people are necessarily incapable of computations that we perform symbolically with arithmetic notation. This study of one part of the cognitive system of an illiterate peasant demonstrates the sophisticated conceptualizations of which he is capable, independent of a writing system. For educational anthropologists, the study holds two lessons. First, it is significant as an investigation of the cognitive map of an unschooled, but not uneducated, informant that details his strategy for the symbolic manipulation of his environment. Second, it suggests that schooled individuals do not hold a monopoly on the skills usually associated with schools—even the basic conceptual skills associated with literacy.]
What Makes School Ethnography ‘Ethnographic’?
Authors: Erickson Frederick
Published: May 2005

This paper began as a long memorandum to participants in a research training session on ethnograhic research conducted for the American Educational Research Association in 1972. One of the participants attending that presession was Arthur A. Katz, then one of John Singleton's students. Katz edited my essay for publication in the Anthropology and Education Newsletter. The editing was skillful and I am grateful for that. I have made a few changes in revising the article for this reprinting. Almost all of them consist of material retrieved from the original essay, notably the references to the interdependence of ethnography and ethnology. I also have eliminated all citations, since many of the original ones are out of date. That in itself is testimony to the growth of the field in the past fourteen years.
Liberation, Development, and Rural Nonformal Education
Authors: Belle Thomas J. La
Published: May 2005

Nonformal education is compared to formal and informal education and viewed in relation to two explanatory frameworks from Latin America assessing underdevelopment. These frameworks, referred to as dependency‐liberation and deprivation‐development, also provide direction to nonformal education efforts, which the author argues generally are weak and ineffective as a primary means for promoting micro‐level change. Evidence is provided to sustain integrated social change efforts where nonformal education is directed to the areas of social organization, technology, and ideology.
Approaches to Multicultural Education in the United States: Some Concepts and Assumptions
Authors: Gibson Margaret Alison
Published: May 2005

Review of the literature on multicultural education within the United States reveals that program proponents have provided no systematic delineation of the views. To promote conceptual clarity and to bring some order to the field's broad scope, the author suggests that extant programs can be organized into four approaches. Analysis stems primarily from the anthropological literature on acculturation, ethnicity, and cultural pluralism. A fifth approach is offered that builds upon anthropological definitions of both education and culture and provides one basis for the evaluation of the other four approaches.
Learning Culture Through Ritual: The Family Reunion
Authors: Neville Gwen Kennedy
Published: May 2005

This article, written in honor of Solon T. Kimball, explores the concepts of event analysis, the natural history method, and the ritual process in relation to the processes of enculturation. The author focuses on one American ritual, the family reunion, as an example of a learning context within which children absorb the patterns and rhythms of a culture. Following the work of Kimball, the author advocates the analysis of various ceremonies and gatherings as events where cultural meanings are expressed and enacted and through which children and adults learn and relearn the intricacies of a particular symbolic universe.
Dilemmas of Fieldwork in Policy Research: A Critique
Authors: EVERHART ROBERT B.
Published: May 2005

[Editor's Note: Robert Everhart was one of the invited discussants for the symposium in which the papers comprising this special issue were first presented. He kindly agreed to perform the critic role again in discussing the papers as revised for publication.]
Anticipatory Anthropology and the Telemicroelectronic Revolution: A Preliminary Report From Silicon Valley
Authors: Textor Robert B.
Published: May 2005

The proposal is made that an anticipatory dimension to anthropology should be developed for the purposes of increasing anthropology's capacity to: (1) explain sociocultural change, and (2) contribute to the making of effective proactive public policy. Anticipatory anthropology is needed particularly for the study of rapid change processes, often technology‐driven, such as the Telemicroelectronic Revolution. Steps in the ongoing development of anticipatory anthropology are illustrated by a quasi‐ethnographic study of the introduction of microcomputers into schools near Silicon Valley, California. ANTICIPATORY ANTHROPOLOGY; COMPUTERS; EDUCATIONAL TECHNOLOGY; FUTURES RESEARCH; POLICY‐MAKING.
Creating and Using Formal Occasions in the Classroom
Authors: Dickinson David K.
Published: May 2005

Videotapes of morning meetings in two primary grade classrooms are analyzed using a sociolinguistic scheme for describing formal meetings devised by Judith Irvine. Possible cognitive and affective effects of the structuring of meetings are considered. It is suggested that classroom meetings may vary in the extent to which they help children learn to participate in group meetings, develop a sense of identity, and learn to use more elaborated context‐independent speech. Trade‐offs among these potential functions are considered. CLASSROOM FORMALITIES; CLASSROOM INTERACTION ANALYSIS; SYMBOLIC INTERACTION.
Collaborative Educational Ethnography: Problems and Profits
Authors: Gibson Margaret A.
Published: May 2005

The author describes difficulties and merits of a collaborative relationship involving a South Asian immigrant community, a school district, a community organization, and an educational anthropologist. She discusses collaborative activities within a well functioning research team, problems of local factionalism, and the value of community participation in research. The author suggests that the collaborative process helps to generate locally useful data upon which a district can plan for change, while also promoting broader research interests.
From Title to Title: The Evolution of Perspective in Naturalistic Inquiry
Authors: PESHKIN ALAN
Published: May 2005

Naturalistic inquirers often begin fieldwork expecting to discover, not verify, the main point of their inquiry. Given their complexity, field settings seldom contain a single point or story. The naturalistic researchers' relatively unfocused beginnings lead to various tentative efforts to identify what strikes them as most promising. As they become immersed increasingly in their data, they must contend with different points that compete for center stage in their deliberations. These points may be encapsulated in titles. This article describes how the succession of titles reveals the evolution of the researcher's perspective in a recently completed study.
Introducing Contemporary Anthropology: A Team‐Taught Course for Large Classes
Authors: PLOTNICOV LEONARD
Published: May 2005

The author describes a method of teaching large sections of introductory anthropology by members of the anthropology faculty giving their best lectures. Initiating, operating, and evaluating the course is discussed.
Anthropology and the Teaching of Human Values
Authors: ROBBINS RICHARD H. , DE VITA PHILIP
Published: May 2005

The authors suggest an approach to the introductory anthropology course that relates an issues and values orientation to anthropological concepts (culture, beliefs, and values) and topics (means of production, relationships, language, and warfare).
A Simple Simulation for Sociocultural Anthropology
Authors: PODOLEFSKY AARON M.
Published: May 2005

The author describes a simulation game in which students learn through experience that a social issue is viewed differently by different segments of any population and, as a result, issues are more complex than simply “right” or “wrong.” The case of development is used with groups of students playing the roles of indigenous peoples, big business, individual entrepreneurs, and government.
Teaching Anthropology Through Folklore
Authors: BONNEY RACHEL A.
Published: May 2005

The author describes three uses of folklore in teaching anthropology: collecting folklore through interviewing; analyzing folklore themes; and using folklore in puppetry and plays.
Active Learning in the Introductory Cultural Anthropology Course
Authors: NANDA SERENA
Published: May 2005

The author describes three exercises that can be used to encourage active participation in cultural anthropology classes: use of a puzzle to demonstrate focal issues about culture; discussion of a specific piece of fieldwork to demonstrate the relationships among fieldwork, ethics, and cultural relativity; and use of study questions in ethnographic films to allow students actively to discuss issues.
Adventures in The Scientific Method (TSM)
Authors: RICE PATRICIA C.
Published: May 2005

The author describes a project that allows students to learn the scientific method by going through the entire process of data collection, hypothesis generation, data analysis, and hypothesis testing. The project concerns “book carrying behavior.”
Ethno‐Improvisation: A Technique for Teaching Cultural Emotions
Authors: RICE PATRICIA C.
Published: May 2005

The author describes a technique for studying cultural emotions by use of a project that combines ethnographic materials and improvisation. Students explore the cultural emotions of a human society different from their own through ethno‐improvisation.
Museums in the Classroom and Classrooms in the Museum
Authors: BONNER JEFFREY P.
Published: May 2005

The author describes how museum resources can be used by anthropology teachers. In addition to loaning artifacts and exhibits and providing other off‐campus teaching resources, museums are ideal sites for internships and training programs.
Using a Simulated Site to Teach Data Analysis in Archaeology
Authors: RICE PATRICIA C.
Published: May 2005

The author describes a hands‐on laboratory to use with simulated (teaching) archaeology sites. Students play the role of professional archaeologists in analyzing artifacts and ecofacts and in writing a “site report” based on their excavation and analysis.
Two Bits on Computer‐Aided Learning in Anthropology
Authors: SMITH COURTLAND L.
Published: May 2005

The author describes computer‐aided learning that can be used in introductory anthropology courses as well as in courses designed for majors. This experience is used to identify design and evaluation concepts that will help in developing computer‐aided learning so anthropology students can use cultural variables and make cultural decisions.
Teaching Undergraduate Anthropology
Authors: HIGGINS PATRICIA J.
Published: May 2005

The author compares the sparse and scattered literature published since 1963 on teaching undergraduate anthropology with the now classic Mandelbaum, Lasker, and Albert volume The Teaching of Anthropology to illuminate changes and continuities in the literature of interest to teaching anthropologists. An extensive bibliography is appended to encourage teachers of undergraduate anthropology to make fuller use of the experiences of their colleagues and their predecessors
Using Ethnography to Link School and Community in Rural Yucatan
Authors: Stearns Robert David
Published: May 2005

This article examines the use of a collaborative ethnographic approach, called “directed ethnography,” applied by Ladino teachers in the rural Yucatan communities where they teach. The participating teachers analyze the collected community data and modify their teaching style/curriculum materials to reflect the sociocultural experience of their Maya third grade students. Village parents and prominent Mexico City educators who viewed pre‐ and postdirected ethnography videotapes noted marked improvement in those teachers who participated in doing directed ethnography.
A Pen or a Bushknife? School, Work, and “Personal Investment” in Papua New Guinea
Authors: Pomponio Alice , Lancy David F.
Published: May 2005

This article discusses a perennial problem in education in developing nations: how to balance the public investment of the national education administration with the private investments of parents who send their children to school. The development of the national education system of Papua New Guinea is analyzed in terms of three broad phases of education policy, each with its respective aims, goals, and results. Three villages' experiences with the educational system are reviewed, compared and contrasted with respect to changing government educational policies and implications for future development.
Contrasting Semantic Structures in English and Arabic: Problem and Promise in Second‐Language Learning
Authors: Huxley Frederick C.
Published: May 2005

This article argues that language learning may be fostered by research into certain types of learner errors. After outlining related styles of analysis in applied linguistics, it employs several methods to examine semantic errors made by Arabic speakers studying English. Then it shows how the practice of transferring meanings from one language to the other can be made a more useful strategy and can also elucidate semantic organization in both languages.
Manokotak: A Study of School Adaptation
Authors: Harrison Barbara
Published: May 2005

A study of the school in Manokotak, Alaska, a Yup'ik Eskimo community, addresses the question of the cultural gap between the school and the minority community. Adaptations in the school evolved over time, and the direction of change was toward integration of the process of schooling into the culture of the local community.
Break Dancing and Breaking Out: Anglos, Utes, and Navajos in a Border Reservation High School
Authors: Deyhle Donna
Published: May 2005

This study presents an analysis of one event—break dancing—in an ongoing three‐year study of social identification and interactions between Ute, Navajo, and Anglo students, their communities, and their high school. It presents one social group or clique, break dancers, in a larger, intertwined set of social interactions in the school and community. In response to continual academic failure and social isolation, these Indian students turn to break dancing to express their uniqueness, facilitate intragroup communication, create group identity, and achieve a kind of success in an otherwise indifferent or negative school and community environment.
Metacognition and Passing: Strategic Interactions in the Lives of Students with Learning Disabilities
Authors: Rueda Robert , Mehan Hugh
Published: May 2005

A paradox appears in the lives of students with learning disabilities: on the one hand, they go to great lengths to avoid difficult tasks while trying to appear competent (i.e., they display many of the characteristics associated with people who are attempting to conceal a tarnished identity while “passing” as bona fide). On the other hand, they check, monitor, and evaluate their actions (i.e., they display many of the characteristics associated with “metacognition”). Our review of the case histories of students with learning disabilities leads us to conclude (1) that passing and metacognition are flip sides of the same conceptual coin—strategic interaction—because they both involve planning and awareness of action directed toward the accomplishment of a goal, and (2) that these notions are context‐bound, not context‐free, activities—because they make their appearance on some but not all occasions of interaction.
Learning at Work: Case Studies in Non‐School Education
Authors: Moore David Thornton
Published: May 2005

This article is the result of a three‐year study of student interns, which investigated the experiences of newcomers in various work organizations. A learning narrative, it compares internships in two very different work settings: a furniture‐making shop and an animal protection league.
Authentic Research: An Interview on the Way to the Ponderosa
Authors: Swisher Karen
Published: May 2005

The importance of minority researchers conducting research about the groups of which they are members has been stressed and encouraged by the educational research community. This article is a reflection of what one minority researcher learned in the process of preparing a dissertation about attitudes of parents and teachers in a reservation community toward multicultural education.
On Critical Ethnographic Work
Authors: Simon Roger I. , Dippo Donald
Published: May 2005

This article provides an introduction to critical ethnographic work. Critical ethnography is understood as a form of knowledge production which supports transformative as well as interpretive concerns. Three fundamental conditions for ethnographic work are discussed: (1) a particular “problematic” that defines data and analytic procedures in a way consistent with one's pedagogicall political project: (2) the engagement of such work within a public sphere that allows it to become a starting point for social critique and transformation; and (3) the inclusion of a reflexive inquiry which would identify the limits of its own knowledge claims.
Theoretical Note: On Students' Experiences Across the Grade Levels
Authors: Nespor Jan
Published: May 2005

This article explores several issues related to the study of students' “academic” careers and the cumulative impact of their learning experiences across grade levels. Building upon recent work in cognitive psychology, the paper develops a conception of academic “tasks” for the study of inter‐grade connections. Areas for future research are identified.
On Eliciting Information: Dialogues with Child Informants
Authors: Tammivaara Julie , Enright D. Scott
Published: May 2005

This article describes some of the characteristics of questions as they uniquely operate in the ethnographic interview setting. The discussion centers on the dual nature of questions and on their formulation, with specific attention paid to issues of assumptions, categories, and scope. The insights presented on ethnographic questioning in general are then applied to the elicitation of information from child informants.
Bias in the Biography: Bias and Subjectivity in Ethnographic Research
Authors: LeCompte Margaret D.
Published: May 2005

This article is concerned with bias and subjectivity in ethnographic research. Since the research in ethnography cannot eliminate biographical determinants, the makeup of the researcher is critical to the quality of the work done. Looking at a number of factors that determine bias, the article suggests ways to move this “bias in biography” toward a new era in anthropology and education.
School Days—Then and Now
Authors: Brause Rita S.
Published: May 2005

A personal reflection on school life today in contrast to that of 30 years ago is recounted, based on a recent visit to the same elementary school the author attended. In contrast to the author's experience of “playing dead” when performing on stage, these children were celebrating life. The productions suggest different metaphors distinguishing the schools intent at these two times.
Medicine Men, Bethlehem, and Pacman: Writing in a Cultural Context
Authors: Kasten Wendy C.
Published: May 2005

Papago Indian children in elementary school bridge two languages and more than two cultures. Although English is the first language of most Papago children, the unwritten Papago language is used often in home environments to communicate with grandparents and tribal elders. The children are also members of more than two cultures. They belong both to the Papago community, with its Indian heritage and practices and the influence of Christian missions, and the community of American children, united by media, sharing common interests of television shows, sports, and video games. The writing of these children in school reflects their linguistic competence as they make meaningful written language, and the particular cultural influences as they reflect awareness of cultural pragmatics in their writing. This article focuses on three Papago children who were part of a two‐year longitudinal study of the writing process and behaviors during writing of third‐ and fourth‐grade Papago children. Samples of their pen pal letters, general narrative writing, their own versions of Indian legends, and other writing are examined and compared. PAPAGO INDIAN CHILDREN, WRITING PROCESSES, SHARED CULTURE
Theory Used in Ethnographic Educational Evaluations: Negotiating Values
Authors: Hyde Arthur A.
Published: May 2005

Through an analysis of nine ethnographic educational evaluation studies, it is shown how the theories chosen resulted from a negotiation of values among three groups of key actors—evaluators, funders, and practitioners. There appear to be five places in a study when such negotiations are likely to occur. The studies are described to illustrate the process of negotiation.
Low‐Income Hispanic Parents' Contributions to Their First‐Grade Children's Word‐Recognition Skills
Authors: Goldenberg Claude N.
Published: May 2005

This article investigates the role Hispanic parents played in nine first‐grade children's acquisition of word‐recognition skills. Two parents, by directly helping children learn the school's reading curriculum, made the greatest contribution to children's achievement. All parents, despite their low socioeconomic status, were capable of helping their children and expressed willingness to do so. However, there was no systematic attempt by the school to enlist their aid. The significance of these findings for the education of minority children is discussed.
“Songs and Homework”: The Rhetoric of Instruction on Israeli Radio
Authors: Katriel Tamar , Nesher Pearla
Published: May 2005

A phone‐in program aired on Israeli national radio, which offers junior high school students help with their homework, is analyzed as voicing a critique of school discourse on the one hand and as embodying and reproducing the major failings of standard school pedagogy on the other. The analysis is used as a basis for a more radical, self‐critical consideration of the ways in which children's participation in educational exchanges can be manipulated and trivialized.
Learning How to Mother: An Ethnographic Investigation of an Urban Breastfeeding Group
Authors: Merrill Elizabeth Bryant
Published: May 2005

This investigation describes an urban La Leche League breastfeeding support group in western New York. In viewing the organization's origins as a per‐petuative‐rational nativistic movement (Linton 1943), the group demonstrates how some mothers are adapting to the effects of rapid social change, particularly on the mother‐infant bond. Members of the group are transmitting a style of natural mothering based on complete breastfeeding by relying on intragenerational modeling (Mead 1978). The study follows a method of “well‐grounded ethnography” (Gearing 1981); the result is a (behavioral) emic structural‐functional analysis.
A Critique of Recent Models for the Improvement of Education in Developing Countries
Authors: Chilcott John H.
Published: May 2005

Several models that have been designed in the last two decades for improving formal and nonformal education in developing countries are described and critiqued. The critique employs a variation of Wallace's culture change model as applied by Hutchens in assessing the education of women in Cuba. A model for evaluating educational programs for development is proposed.
The School Performance of Immigrant Minorities: A Comparative View
Authors: Gibson Margaret A.
Published: May 2005

The international and comparative literature on linguistic minorities reveals that immigrant youths of working‐class backgrounds are frequently more suecessful in school than nonimmigrant students of similar class background, either majority or minority, if they receive all their schooling in their new homeland. Drawing directly on a case study of Punjabi Sikh farm families settled in California, this article explores the forces that enable immigrant young people to succeed academically, to the degree that they do, in spite of severe handicaps. MINORITY SCHOOL PERFORMANCE, EDUCATIONAL POLICY, LINGUISTIC MINORITIES, IMMIGRANTS, SOUTH ASIANS
Explaining School Failure, Producing School Success: Two Cases
Authors: Vogt Lynn A. , Jordan Cathie , Tharp Roland G.
Published: May 2005

Which explanation of the school performance of minority children is most useful and appropriate depends on why one is asking the question. The authors discuss two efforts to produce school success in place of school failure, based on the assumption that specific cultural differences underlie school failure and that producing particular cultural compatibilities in the classroom was a key to school success. MINORITY SCHOOL PERFORMANCE, NAVAJO, NATIVE HAWAIIANS, EDUCATIONAL CHANGES, CULTURAL DIFFERENCES
“Becoming Somebody”: Central American Immigrants in U.S. Inner‐City Schools
Authors: Suarez‐Orozco Marcelo M.
Published: May 2005

Hispanics are the fastest growing minority group in the United States. Although research on the educational functioning of Hispanics has gained increasing attention in the last decades, some areas of the Hispanic experience are virtually unknown. This study explores the motivational dynamics of a group of recent arrivals from Central America. The specific issues facing this population are framed in the context of a psychosocial model for understanding minority status and educational functioning in plural society. ACHIEVEMENT MOTIVATION, PSYCHOCULTURAL THEORY, HISPANICS IN THE UNITED STATES
Change as the Goal of Educational Research
Authors: Moll Luis C. , Diaz Stephen
Published: May 2005

This article describes two case studies conducted with working‐class Hispanic students and their teachers. For each study we discuss how existing instructional conditions constrain what both students and teachers are able to accomplish, and in each case we apply local knowledge to alter instructional procedures in ways that are more productive. We argue that there is nothing about the students' language or culture that should handicap their schooling; the problems some language minority students face in school must be viewed as a consequence of instructional arrangements that ensnare certain children by not capitalizing fully on their social, linguistic, and intellectual resources. We conclude by describing a research approach that builds upon what we learned from the case studies by creating community‐based research sites. CLASSROOM RESEARCH, EDUCATIONAL CHANGE, BILINGUAL EDUCATION, MICROETHNOGRAPHY, VYGOTSKY, LEV S.
Variability in Minority School Performance: A Problem in Search of an Explanation
Authors: Ogbu John U.
Published: May 2005

This article traces historically the different research approaches in educational anthropology. In doing so, the author presents a theoretical approach to minority school performance based on the important differences that arise from a minority community's experiences in the postschool opportunity structure and how minority community members' perceptions of dismal future opportunities influence their perceptions of and response to schooling. MINORITY EDUCATION, SCHOOL PERFORMANCE, MICROETHNOGRAPHY
The Belly of the Beast: On Cultural Differences, Castelike Status, and the Politics of School
Authors: D'Amato John
Published: May 2005

These comments point out certain problems with both the cultural difference and castelike minority theories concerning instances of school failure among minority children. The comments conclude by outlining an alternative framework capable of encompassing some findings from both theories. SCHOOL POLITICS, CASTELIKE MINORITIES
The Explanation of Minority School Failure, Again
Authors: McDermott R. P.
Published: May 2005

Most explanations of minority school failure incorporate native definitions of both failure and minority group membership. The power of such explanations is limited by their starting assumptions, and they function primarily as an apology for our present system. Minority school failure and its explanation by social scientists are two levels of the same process that we need to confront. ETHNOGRAPHY OF SCHOOLING, SCHOOL FAILURE, MINORITY EDUCATION
Can Ethnographic Narrative Be a Neighborly Act?
Authors: SAVAGE MARY C.
Published: May 2005

Ethnographic narrative, because it presents reality in rhetorically compelling accounts of people and events, causes and consequences, has the potential for being a representation offered for interpretation to the people studied for the sake of entering dialogue with them about ways of gaining greater freedom in concrete circumstances. The author proposes neighborliness, a concept taken from the practice of teachers and pastoral workers in the liberation movements of Latin America, as a way ethnographers can assist teachers and researchers at all levels of the educational system to free their energies from a segregated and hierarchical system in order to discover possibilities for greater autonomy and participation in civic and other communities. The article suggests that university professors engaging in ethnographic narrative as a neighborly act for the sake of teachers in schools could affect the segregated and hierarchical structure of education and begin a process in which teachers “lower” on the educational hierarchy could perform neighborly acts for university professors confined by the tenure system.
Conversational Strategies and Contexts for Talk: Learning Activities for Franco‐Ontarian Minority Schools
Authors: HELLER MONICA , BARKER GRAHAM
Published: May 2005

This article presents some problems of Franco‐Ontarian minority education, related to the heterogeneity of the student body and to students' reduced access to contexts for the use of French. It describes innovative learning activities, based on the ethnography of communication and cooperative learning techniques, designed to provide more flexible and broader contexts for the use of French. Finally, it presents an analysis of one episode of a small group engaged in one activity. The analysis suggests that students are able to build on the different communicative resources they bring to the task to jointly or variably address multiple embedded discourse and task and social functions, thereby extending their use and awareness of language.
Malfeasance of Method: A Response to Goldenberg
Authors: SLEDGE ANDREA CELINE , BLOT RICHARD , DELISLE ROBERT
Published: May 2005

The methodology and conclusions reported by Claude Goldenberg in his article “Low‐Income Hispanic Parents' Contributions to Their First‐Grade Children's Word‐Recognition Skills” (Anthropology & Education Quarterly 18(3): 149–179) are critiqued on three points: the methodology is not ethnographic, home‐school cultural compatibilities are not demonstrated, and the model of literacy acquisition is not supported by current theory and research.
Native American (Indian) Women: A Call for Research
Authors: MEDICINE BEATRICE
Published: May 2005

This article discusses the unasked and unanswered research questions on the educational status and experiences of native women. It summarizes what little is known about three categories of native women (undergraduate students, graduate students, and professionals) and suggests necessary starting points for embarking on a research agenda. In addition, this article advances tentative explanations for the current status of research on the education of native women in the United States.
Knowing the “Right Stuff”: Attrition, Gender, and Scientific Literacy
Authors: MCDADE LAURIE A.
Published: May 2005

The study of college retention and attrition in science and mathematics has focused predominantly on the indexing of students' attributes. Little research has attended to disciplinary environments of teaching and learning or students' understandings of attrition. This article uses quantitative and qualitative data to locate patterns of attrition behaviors and the sense undergraduate women and men make of the event. The conclusion provides a critical analysis of gender orientations to attrition and scientific literacy.
Moments of Discontent: University Women and the Gender Status Quo
Authors: HOLLAND DOROTHY C. , EISENHART MARGARET A.
Published: May 2005

Inspired by the work of Paul Willis and John Ogbu, we discuss women's apprehensions of the gender status quo. We look specifically at black and white university women in the American South. We ask how their apprehension of women's social position affects their response to schooling and how schools recreate the gender status quo. Our findings suggest that the school provides an important setting for learning gender, but in distinction to the case for class and race, it is not a primary target for women's opposition.
Developmental Stages and Institutional Structure: The Case of Continuing Education for Women
Authors: PITMAN MARY ANNE
Published: May 2005

This article examines the responses of five women to their educational experience in a continuing education center. Through life history interviews, the women's developmental stages or transitional statuses are defined and seen as influential in their response to the educational institution. The Women's Center is described according to an analytic model for urban communities and their institutions.
Children's Display of Gender Schemas through Interaction with Nontraditional Workers
Authors: NIHLEN ANN SIGRID , BAILEY BECKY A.
Published: May 2005

This article examines the types of questions elementary school children asked adult nontraditional workers. Using Sandra Bem's gender schema theory, which incorporates an understanding of cultural transmission with a psychological model of cognitive development, the questions were analyzed to understand the formation of gender schemas in children. The significance of finding tools to observe and record the process of gender schema formation within a sociocultural context is discussed.
Playing on the Job in Adolescent Work Settings
Authors: BORMAN KATHRYN M.
Published: May 2005

For adolescents in the workplace, playing on the job constitutes an important source of tension release, an opportunity to create solidarity among coworkers, and, less positively, avenues of escape from boring, routine work. Opportunities for play vary according to the setting and the job. Because conditions vary for young employed men and women, young men have greater opportunity to engage in playful behavior than young women whose work lives are more tightly bounded. Moreover, playful behavior creates solidarity among young men while it often denigrates and marginalizes young women. This study examines workplace play among adolescent factory workers, bank personnel, and health spa workers employed in the United States. Observations in the workplace indicate differences among workers in types of play, dependent both on the gender of the worker and on the social organization of the work being carried out in a particular setting. Analytic frameworks from a number of perspectives, including political economy, psychology, and social organizational theory in sociology and anthropology, are viewed as particularly helpful in interpreting the findings in this research.
Conceptual Approaches to Studying Gender in Education
Authors: GOETZ JUDITH PREISSLE , GRANT LINDA
Published: May 2005

In the mid‐1970s Goetz examined published work in educational anthropology and distinguished four conceptual approaches to gender and education. This article analyzes research in anthropology, education, feminist studies, psychology, and sociology appearing since Goetz's review. We find decreases in what Goetz termed “sex difference” studies, but increases in research on how gender relationships are created, maintained, and transformed through education. Social interactionism and sociocultural reproduction have become increasingly dominant as theoretical frameworks.
Teaching Anthropology: Research, Students, and the Marketplace
Authors: Upham Steadman , Trevathan Wenda R. , Wilk Richard R.
Published: May 2005

During the past two decades the relevance of various academic disciplines to college students has changed dramatically. In part, this is related to changing sociopolitical and economic attitudes among students about what a college education means in today's world. Also at issue, however, are fundamental changes in the way particular disciplines have met the needs of students during the past twenty years. Anthropology is one discipline that has experienced declining enrollments due to students' perceptions about the relevance of the field in the marketplace. In this article, we consider how such problems of relevance can be overcome by incorporating programs of academic and applied research directly into undergraduate anthropology curricula.
Learning from Student Teachers' Cross‐Cultural Communicative Failures
Authors: Kleifgen Jo Anne
Published: May 2005

In a study of instructional interaction between classroom teachers and limited English proficient international children, student teachers were observed to be less successful communicators than their cooperating teachers. This was due largely to the student teachers' failure to draw on sociocultural and experiential elements necessary for the construction of meaning. The elements were the children's differing values, beliefs, and attitudes about schooling and their prior knowledge and experiences, both in and out of school. This article describes the patterns of communicative failure, as well as the elements that can contribute to successful interactions, even without a common language.
Survival at Rough Rock: A Historical Overview of Rough Rock Demonstration School
Authors: Collier John
Published: May 2005

This article is a historical research account of the Navajo Bilingual School at Rough Rock. The Rough Rock Demonstration School was a bilingual experiment to synthesize white education with a community Navajo school, utilizing both Navajo and white teachers, and headed by an all‐Navajo administration.
Language and Class in Minority Education
Authors: Collins James
Published: May 2005

The effect of linguistic and cultural diversity on the educational achievement of working‐class and minority students remains a question of great interest and controversy. This article addresses that question by reappraising the deficit/difference controversy of the 1960s and 1970s and examining how class and politics shape both cultural‐linguistic difference and school‐based assumptions about language and literacy. A case study of early literacy is presented which illustrates the general points by combining microanalysis of discourse and macroanalysis of institutional practice.