While on one hand you might have the problem of students who don't want to be made fun of by their fellow student. Ostracised for doing well in their studies and it's considered a white value, not a universal one. Then again it deals with another imporant ingredient in this equation, parental involvement.
Take a gander...
The black parents wanted an explanation. Doctors, lawyers, judges, and insurance brokers, many had come to the upscale Cleveland suburb of Shaker Heights specifically because of its stellar school district. They expected their children to succeed academically, but most were performing poorly. African-American students were lagging far behind their white classmates in every measure of academic success: grade-point average, standardized test scores, and enrollment in advanced-placement courses. On average, black students earned a 1.9 GPA while their white counterparts held down an average of 3.45. Other indicators were equally dismal. It made no sense.Oh my goodness, parental attitude and involvement was the key. Yeah the students didn't take their studies seriously but neither did the parents. Here's more...
John McWhorter believes academia too readily blames white people.When these depressing statistics were published in a high school newspaper in mid-1997, black parents were troubled by the news and upset that the newspaper had exposed the problem in such a public way. Seeking guidance, one parent called a prominent authority on minority academic achievement.
UC Berkeley Anthropology Professor John Ogbu had spent decades studying how the members of different ethnic groups perform academically. He'd studied student coping strategies at inner-city schools in Washington, DC. He'd looked at African Americans and Latinos in Oakland and Stockton and examined how they compare to racial and ethnic minorities in India, Israel, Japan, New Zealand, and Britain. His research often focused on why some groups are more successful than others.
But Ogbu couldn't help his caller. He explained that he was a researcher -- not an educator -- and that he had no ideas about how to increase the academic performance of students in a district he hadn't yet studied. A few weeks later, he got his chance. A group of parents hungry for solutions convinced the school district to join with them and formally invite the black anthropologist to visit Shaker Heights. Their discussions prompted Ogbu to propose a research project to figure out just what was happening. The district agreed to finance the study, and parents offered him unlimited access to their children and their homes.
The professor and his research assistant moved to Shaker Heights for nine months in mid-1997. They reviewed data and test scores. The team observed 110 different classes, from kindergarten all the way through high school. They conducted exhaustive interviews with school personnel, black parents, and students. Their project yielded an unexpected conclusion: It wasn't socioeconomics, school funding, or racism, that accounted for the students' poor academic performance; it was their own attitudes, and those of their parents.
Ogbu concluded that the average black student in Shaker Heights put little effort into schoolwork and was part of a peer culture that looked down on academic success as "acting white." Although he noted that other factors also play a role, and doesn't deny that there may be antiblack sentiment in the district, he concluded that discrimination alone could not explain the gap.Hmmm, it's not the students' problem nor is it the school systems problem, it's the parents' problem as well. I read this as lack of parental involvement in the academics of their children. Kind of unfortunate.
"The black parents feel it is their role to move to Shaker Heights, pay the higher taxes so their kids could graduate from Shaker, and that's where their role stops," Ogbu says during an interview at his home in the Oakland hills. "They believe the school system should take care of the rest. They didn't supervise their children that much. They didn't make sure their children did their homework. That's not how other ethnic groups think."
You know this would be criticism that would be more directed towards the less successfual and the less educated. This article knocks these parents down a peg even despite their status. I've seen one too many articles and op/eds that have showed how parents tend to only show up at school when they figure out why their children have bad grades or because there's a problem at school. NOT because it's report card pick-up.
I should note that there was resistance to Professor Ugbo's researcher...
But in the weeks following the meetings, it became apparent that the person with the greatest cause for worry may have been Ogbu himself. Soon after he left Ohio and returned to California, a black parent from Shaker Heights went on TV and called him an "academic Clarence Thomas." The National Urban League condemned him and his work in a press release that scoffed, "The League holds that it is useless to waste time and energy with those who blame the victims of racism." The criticism eventually made it all the way to The New York Times, where an article published prior to the publication of Ogbu's book quoted or referred to four separate academics who quarreled with his premise. It quoted a Shaker Heights school official who took issue with the professor's conclusions, and cited work by the Minority Student Achievement Network that suggested black students care as much about school as white and Asian students. In fact, the reporter failed to locate a single person in Shaker Heights or anywhere else with anything good to say about the book.Resistance is a problem. Yeah there are concerns about stereotypes that are mentioned in this article (of blacks being intellectually lazy and inadequate). Still black parents should ask themselves why they aren't involved in their children's schooling in ways that other ethnic groups are.
Other scholars have since come forward to take a few more swipes at the professor's premise. "Ogbu is just flat-out wrong about the attitudes about learning by African Americans," explains Asa Hilliard, an education professor at Georgia State University and one of the authors of Young, Gifted, and Black: Promoting High Achievement Among African-American Students. "Education is a very high value in the African-American community and in the African community. The fundamental problem is Dr. Ogbu is unfamiliar with the fact that there are thousands of African-American students who succeed. It doesn't matter whether the students are in Shaker Heights or an inner city. The achievement depends on what expectations the teacher has of the students." Hilliard, who is black, believes Shaker Heights teachers must not expect enough from their black students.
To racial theorist Shelby Steele, the response to Ogbu's work was sad but predictable. Steele, a black research fellow at Stanford University's Hoover Institution and the author of The Content of Our Character: A New Vision of Race in America, has weathered similar criticism for his own provocative theories about the gap between blacks and whites. He believes continued societal deference to the victims of racial discrimination has permitted blacks "the license not to meet the same standards that others must meet," which has been detrimental to every aspect of African-American life. "To talk about black responsibility is "racist' and "blaming the victim,'" he says. "They just keep refusing to acknowledge the elephant in the living room -- black responsibility. When anybody in this culture today talks about black responsibility for their problems, they are condemned and ignored."
Ogbu knows that better than anybody. In the months since publication of his book, he's been called a sellout with no heart for his own people, and dismissed entirely by critics who say his theory is so outrageous it isn't even worth debating. It is not surprising that Ogbu himself is now a bit uncomfortable discussing his own conclusions, although he has not backed down at all. After all, many scholars are eager to blame everything but black culture for the scholastic woes of African Americans. "I look below the surface," he says, in response to his many critics. "They don't like it."
Look this is something that should only be considered as a thought on how parents can be better involved not as a means to re-inforce stereotypes. I may have stated that I'm glad right now that I don't have children in school right now, but for those of us who don't have kids and who want then should consider what to do if we want our kids to make good marks. Parents should not merely leave this up to the system.