You are not currently logged in.
Access your personal account or get JSTOR access through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Understanding Cultural Diversity and Learning
John U. Ogbu
Vol. 21, No. 8 (Nov., 1992), pp. 5-14+24
Published by: American Educational Research Association
Stable URL: http://www.jstor.org/stable/1176697
Page Count: 11
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
Core curriculum and multicultural education are two major approaches advocated in the current school reform movement. This article argues that neither of these approaches adequately addresses the problem of those minority groups who have not traditionally done well in the public school. Core curriculum advocates falsely assume that as a result of instituting a core curriculum, demanding higher standards, and patching up supposed individual deficiencies, all students will perform as expected. Multicultural education advocates inadequately design their program to focus on cultural differences in content and form. This article contends that the crucial issue in cultural diversity and learning is the relationship between the minority cultures and the American mainstream culture. Minorities whose cultural frames of reference are oppositional to the cultural frame of reference of American mainstream culture have greater difficulty crossing cultural boundaries at school to learn. Core curriculum and multicultural advocates have yet to understand and take this into account.
Educational Researcher © 1992 American Educational Research Association