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Forming Academic Identities: Accommodation without Assimilation among Involuntary Minorities
Author(s) -
Coordinator Hugh Mehan Professor,
Lea Hubbard Graduate Student,
Lecturer Irene Villanueva Supervisor
Publication year - 1994
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.1994.25.2.05x0904t
Subject(s) - accommodation , ethnic group , ideology , consciousness , sociology , futures contract , identity (music) , gender studies , social psychology , psychology , criminology , political science , politics , law , physics , neuroscience , anthropology , financial economics , acoustics , economics
Institutional mechanisms influence students' ideology, which in turn has a positive influence on their academic performance. Latino and African American students who have participated in an untracking program for their high school careers develop a critical consciousness about their educational and occupational futures. The Latino and African American students in this untracking program become academically successful without losing their ethnic identity. They adopt the strategy of “accommodating without assimilating,” a pattern that Gibson associates with voluntary minorities but not involuntary minorities.