Ogbu, U. J. (1999)
Beyond Language: Ebonics, Proper English, and Identity in a Black- American Speech Community. American Education Research Journal 36, (2)
147-184.
△ This Article is based on a 2 year ethnographic study of an
African American speech community in Lafayette Oakland, California.
△ The audience intended for this article is educators and researchers
with the purpose to inform.
△ Ogbu wishes to investigate
why African American children do not do as well as white and other
minority children due to dialect differences between standard English of the
public school and the children’s home dialect or Ebonics.
△ According to Ogbu, “It is not only the degree of differences in
dialects per se that counts. What also seems to count is the cultural meanings
of those dialect differences. (p. 148).
△ Ogbu argues that sociolinguists in their studies have not examined
the historical, societal, and cultural factors outside school that shape the
social perceptions and interpretations of students and teachers observed in the
classroom.
△ Ogbu calls the focus of his study a type five which he
describes as a speech community with both diglossia and bilingualism but the
frames of reference of the two languages or two dialects are oppositional. Ogbu
is claiming that the African American speech community of Lafayette Oakland is unwilling
or apathetic to learning standard English because of the effect it will have on
their language community.
△ The author talks about voluntary and involuntary minorities who
consider standard English as being a white language. The voluntary minorities
he claims have a collective identity that is not oppositional to standard
English and they look at it as learning a new dialect. Whereas involuntary minoritie’s
(African American students of Lafayette) collective identity is in opposition
to standard English and feel they would have to give up their home dialect to
learn it.
△ Lafayette people refer to their dialect as ‘slang English’ and
standard English as ‘proper English.”
△ The author talks about the misunderstanding of the two
languages. The slang English may sound harsh or rude to proper English speakers
and the latter may sound too formal and not the type of language that is used
in everyday speech.
△ Lafayette people believe that slang English is their mother
tongue and they grew up leaning that language.
They also think that what they call proper English is also white peoples
mother tongue and that they grew up with that language.
△ Lafayette parents cannot and do not teach their children proper
English at home. They also admonish their children when they do use it in the community.
In other words, using proper English in the community is frowned upon. “Lafayette
people are opposed to talking proper in the community because the speaker is
suspected of thinking like White people the he or she is superior to or better
than other Blacks” (p. 170).
• How might you summarize the article in a few sentences? The African
American children of Lafayette do not do as well as white and other minority
children due to dialect differences between standard English of the public
school and the children’s home dialect or Ebonics.
The
African American parents and students have misconceptions about standard
English being the mother tongue of white people and that it is another dialect of
English that needs to be learned for students to have educational and
occupational success. The students and parents of Lafayette feel that standard
English is the dialect of their oppressors and they are reluctant to learn it
in fear of losing their home dialect/mother tongue. This explains why African
American students are not having the same success in school as other
minorities. The main purpose of Ogbu’s article is to inform educators of this
problem so they can begin to come up with programs to communicate to
involuntary minorities and their parents about these incompatible beliefs and
enable them to acquire standard English.
Ogbu, U. J. &
Simmons, D. H. (1998) Voluntary and Involuntary Minorities: A Cultural- Ecology Theory of School Performance with some
Implications for Education. Anthropology & Education Quarterly 29,
(2) 155-188.
△
This article is based on
Ogbu’s cultural-ecological theory of voluntary vs. involuntary minorities school
performance based on their beliefs and behaviors. The article focuses on pedagogy
in the last several pages.
△ Voluntary vs. Involuntary minorities.
△Voluntary minorities = Immigrant
minorities that have moved to the United States of their own free will looking
for better opportunities. Voluntary minorities may have trouble adjusting to American
schools, but do not experience these difficulties long term.
△
Involuntary minorities =
Minorities that have been conquered, colonized or enslaved. They are not necessarily
in America of their own free will. These minorities feel as though they are
forced to assimilate into the United States. Some involuntary minorities are usually
less economically successful as voluntary minorities and could experience more cultural
and language difficulties. This group may not perform as well in school.
△ According to Ogbu &
Simmons, “Ogbu’s research suggests that some beliefs and behaviors apply to enough
members of a minority group or a type of minority group to form a visible
pattern. Not all members of a minority group believe the same thing or behave
the same way” (p. 168). So the authors are looking at a pattern of beliefs of
the involuntary minority group.
△ The authors talk about how
some Mexican immigrants have been able to pass into white society through
intermarriage whereas this is more difficult for African Americans because
physical features would prevent it.
△ Status Frame of Reference:
Voluntary minorities have a
positive frame of reference because they see more opportunities for success in
the United States as opposed to their home countries. Ogbu argues that
voluntary minorities are more willing to accept not being treated equally for
possible economic success.
Involuntary minorities have
a negative frame of reference compared to voluntary minorities. They see
themselves as having a lower social and economic status than middle-class white
Americans. Involuntary minorities do not see America as a land of opportunity like
voluntary minorities. Involuntary minorities also have a negative impression of
their schools and relate their inferior education to discrimination. This in
turn leads them to not trust their curriculum and teachers.
△ Instrumental Responses
(relates to folk theory or beliefs):
Voluntary minorities believe
that they can be successful through hard work, a good education and following
the rules.
Involuntary minorities
believe job and wage discrimination is institutionalized. They believe that
hard work and good education is important, but not enough to overcome racism
and discrimination. The students may also adopt these beliefs from their parents
and from what they have seen through other members of the involuntary minorities
experiences.
△ Voluntary minorities trust
white institutions where as involuntary minorities due not due to a long
history of discrimination, racism and conflict.
△ Voluntary minorities do not
see learning standard English as a treat to their collective identity whereas
involuntary minorities do. As we have seen in the earlier article voluntary
minorities think of learning standard English as learning a new dialect that does
not take away from their home dialect. Involuntary minorities on the other hand
feel their home dialects are in opposition to standard English and a treat to
their collective identity.
△ Voluntary minorities have a
positive attitude about school and the students are encouraged by their parents
to do well. If the student does not do well the parents blame their children
rather than the institution. Involuntary minority students get mixed messages
from their parents about the importance of education. And when their children
don’t do well the parents blame the institution rather than their children.
△ The theory is not a pedagogy,
but a way to inform educators about the differences between voluntary and
involuntary minorities in regards to success in school.
△The theory will give
educators an understanding why involuntary minorities perform and act the way
they do both inside and outside of the classroom.
△ Teachers can build trust
with their involuntary minority students by showing them that they believe in
them academically. Educators need to be culturally sensitive and realize that
involuntary minority students feel learning standard English is a treat to their
collective identity. Teachers can also show their students that there is a time
and place for both dialects of English. The hope is that involuntary minorities
will begin to trust their teachers and start seeming them as an ally rather
than an enemy. Teachers can also make positive contacts with parents about what
their children are doing well rather than just when they are failing. And I
guess most importantly educators need to understand that involuntary minorities
feel both parental/peer pressure in regards to learning standard English.
• How might you summarize the article in a few sentences? There is
a difference between voluntary and involuntary minorities in regards to their
beliefs/behaviors about education and it influences their success. The authors
claim voluntary minorities see more opportunities for success in the United
States than in their home countries and are willing to accept not being treated
equally for possible economic success. On the other hand, involuntary minorities
see themselves as having a lower social and economic status than middle-class
white Americans. Involuntary minorities feel their home dialects are in opposition to
standard English and a treat to their collective identity. Teachers can help
involuntary minorities adjust and do better in school by creating trust, being
culturally sensitive and communicating with parents.