Reputation and Respectability: How Competing Cultural Systems Affect Students' Performance in School

1 March 1982

journal article
Published by Wiley in Anthropology & Education Quarterly

Vol. 13 (1) , 3-28
https://doi.org/10.1525/aeq.1982.13.1.04x0462t

Abstract

The paper analyzes the complex interrelation of ethnicity, sex role, peer group, and social class, and the effect of these variables on school performance. Both micro‐ and macroethnographic techniques are employed. Drawing upon fieldwork in St. Croix, the paper examines the value of a cultural compatibility‐incompatibility framework for explaining school success. It treats intraethnic difference, as well as interethnic variation. SCHOOL ETHNOGRAPHY, CULTURAL DISCONTINUITIES, ETHNICITY AND EDUCATION, SEX ROLE CULTURE, PEER GROUP AND SCHOOL PERFORMANCE.

Keywords

This publication has 7 references indexed in Scilit:

Supporting or Subverting Learning: Peer Group Patterns in Four Tracked Schools¹
Anthropology & Education Quarterly, 1981
School Ethnography: A Multilevel Approach¹
Anthropology & Education Quarterly, 1981
Social Stratification and the Socialization of Competence¹
Anthropology & Education Quarterly, 1979
Theoretical Approaches to the Study of Sex‐Role Culture in Schools
Anthropology & Education Quarterly, 1978
THE MULTI‐CULTURAL EDUCATION MODEL AND MINORITIES: SOME RESER VA TIONS²
Council on Anthropology and Education Quarterly, 1976
Sex-Role Culture and Educational Practice
Harvard Educational Review, 1974
Early Childhood Intervention: The Social Science Base of Institutional Racism
Harvard Educational Review, 1970