Lessons from the interpretation/misinterpretation of John Ogbu’s scholarship

Hamann, Edmund T.

doi:10.1080/1467598042000313421

Cited by 9 publications

(3 citation statements)

References 19 publications

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“…In particular it focuses our attention on how two pillars (the educational system and migrant communities) mutually influence each other and in turn shape the educational strategies of migrant students. The Cultural Ecological Model (CEM) received both criticism and praise (see Foster, 2005; Hamann, 2004). However, the application of this American framework in a European context is theoretically important as it helps scholars to understand how anti-academic norms occur in a different societal and less racialized context (Wimmer, 2013).…”

Section: Introductionmentioning

confidence: 99%

Students’ Perception of Anti-Academic Norms in Flanders: The Role of Ethnicity, Peer Discrimination and Ethnic Belonging

2023

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Anti-academic norms have proven to affect the educational strategies of adolescents. The determinants related to the experience of anti-academic norms and especially its link to ethnic inequality within the educational system have not received sufficient attention in European educational research. Hence, this study examines which students perceive anti-academic norms by investigating the role of students’ ethnic group categorization, their experiences with (non-) ethnic discrimination, and the role of ethnic belonging. A quantitative analysis of 2,728 students from 45 secondary schools in Flanders showed that majority students perceive more anti-academic norms than students who are descendants from labor migrants. Both ethnic and non-ethnically discriminated students experience more anti-academic norms compared to non-discriminated students. Overall, students’ ethnic identity belonging is a promotive factor and thus associated with lower anti-academic norms. Furthermore, the results also indicate that students from both high and low status ability groups (tracks) are more at risk of perceiving anti-academic norms.

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Section: Introductionmentioning

confidence: 99%

Students’ Perception of Anti-Academic Norms in Flanders: The Role of Ethnicity, Peer Discrimination and Ethnic Belonging

2023

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“…Many researchers engaged the CET by arguing that it is unrepresentative of the events occurring among foreign students (e.g. Foster, 2005;Gilbert, 2009;Hamann, 2004), yet they did not discard the CET because it was taken to have merit after much criticisms. Their criticisms suggest that caution should be exercised when using CET to analyse the experiences of foreign students in another terrain.…”

Section: Introductionmentioning

confidence: 99%

“…Many researchers have attempted to explore the dynamics involved in the academic experiences of foreign students in the unusual culture (e.g. Hamann 2004;Marks 2005;Ogbu and Simons, 1998), but these studies were limited to secondary school education. They could not provide clear-cut theories to explain the dynamics of learning among foreign students.…”

Section: Introductionmentioning

confidence: 99%