Cultural Diversity in the

Cultural Diversity 0
Classroom
Cheyenne (Donna Kolody)
EDGR 595 - Community of Learners
Dr. Cedric B. Masten
12/1/13

Cultural Diversity 1
In an article titled "Understanding Cultural Diversity and Learning," John Ogbu
challenges the current approach supported by the school reform movement. Ogbu contends the
crucial issue "is the relationship between the minority cultures and the American mainstream
culture" (p.5), rather than the current approaches of core curriculum or multicultural education.
Ogbu addresses the contrasting responses to the cultural diversity present in our schools and
argues neither response will have an "appreciable impact" on learning problems for "those
minorities [who do not or] have not done traditionally well in school" (p.5). Ogbu states that this
is due to the nature of cultural diversity; in addition, current responses "are not based on a good
understanding of the nature of cultural diversity or cultural differences of minority groups" (p.5).
According to Ogbu, core curriculum advocates believe all schools should teach a
curriculum similar to "countries that have made remarkable economic and technological
advances" (p.5); citing the examples of German, Japanese, South Korean and Taiwanese schools.
Ogbu feels the core curriculum`s ability to increase school performance is limited due to the fact
that "it does not address the nature of minority cultural diversity" (p.5). In addition, Ogbu
states the communities cultural models carry as much importance as factors within the school.
Additionally, the response of multicultural education, which, among other things, the stresses
teaching strategies affirming the right to be different[rarely] addresses improving the academic
performance of those minorities who have not traditionally done well in school" (p.6). According
to Ogbu, cultural and language differences may "actually cause learning problems that cannot be
remedied through cultural infusion" (p.6).
Although cultural and language differences are important in Ogbu's opinion, the more
significant and unrecognized issue "is the nature of the relationship between minority
cultures/languages and the culture and language of the dominant White Americans" (p.7). These

Cultural Diversity 2
differences affect the ability of minorities "to cross cultural and language boundaries due to
the fact that the education and performance "of minority children is influenced by complex
social, economic, historical, and cultural factors" (Ogbu, 1992, p.7).
Ogbu classifies, and defines, minority groups as different types; classifying them as
autonomous, immigrant or voluntary, and castelike or involuntary minorities. In addition, he
states "involuntary minorities usually experience greater and more persistent difficulties"
(Ogbu, 1992, p.8). Several features of secondary cultural differences" that affect schooling are
noted; for example, cognitive style, communication style, interaction style and learning style.
"Cultural inversion" or the tendency "for minorities to regard certain forms of behavior events
symbols and meanings as inappropriate with them" (Ogbu, 1992, p.8), may also affect their
schooling.
Involuntary minorities do not interpret their differences as barriers to overcome; they tend
to equate education with the learning of culture and language of White Americans and "may
consciously or unconsciously interpret school learning has a displacement process detrimental to
their social identity, sense of security, and self-worth" (Ogbu, 1992, p.9). In addition,
involuntary minorities [may not] be able or willing to separate attitudes and behaviors that
result in academic success from those which may result in linear acculturation or
replacement of their cultural identity (Ogbu, 1992, p.10).
Ogbu proposes that we address the situation by recognizing different kinds of cultural and
language differences; while all minority children face problems, the problems faced by those
with secondary cultural differences are "fundamentally different (p.12). Asserting that most of
the problems "are due to differences in cultural content and practice" (Ogbu, 1992, p.12); Ogbu
offers several solutions. Educators should learn about the students cultural backgrounds, using

Cultural Diversity 3
this as a basis to organize classrooms, recognize that these students come to school with different
"cultural and language frames of reference" (Ogbu, 1992, p.12), create special counseling and
related programs to help these students learn attitudes and behaviors that enhance school success
and create programs that increase students "accommodation without assimilation" (Ogbu, 1992,
p.12). By assisting students in understanding that they can participate without losing their
culture, educators can increase their success in education system. The involuntary minority
community also plays an important part; some of the changes can be implemented through the
community effort, in addition, research suggests the social relationship and structure within the
communities influence students educational behaviors.
As an anthropologist and a student of minority education John Ogbu possesses the
qualifications necessary to assess the problems of minorities as they relate to multicultural
education. However, as a member of an oppressed community (referred to by Ogbu as
involuntary minorities) and due to the time period (1939-2003) Ogbu was raised in, I believe
Ogbu`s research carries the potential of a biased opinion.
Living in the Southwest allows me to interact with many children of "involuntary
minority" groups; in particular Native American and Chicano students. Their cultural framework
and language differ greatly from mainstream White America. Foe example, in the Native
American culture silence indicates respect and young people are taught direct eye contact is
disrespectful. Despite the potential for bias, much of Ogbu`s research and conclusions are valid
and applicable to many; I recommend this article for the perspective which is not commonly
addressed.

Cultural Diversity 4
Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational
Researcher, 21(8), 5-14 24. Retrieved from http://www.jstor.org/stable/1176697