4. ACADEMIC IDENTITY AND JOHN OGBU
A lot of research has been done on academic
identity. Much of the research that points to a
casual relationship among
RACIAL CULTURAL ACADEMIC
IDENTITY
builds on the work of John Ogbu who is an
antropologist.
5. Ogbu argues that one’s academic identity
results from the socio-politically determined
status of one’s racial group.
According to Ogbu, among U.S Americans
there are “voluntary minorities” that is groups
of immigrants who chose to come to the U.S..
Therefore, they can manage the linguistic
hardships or discrimination, and they accept
mainstream American cultural and linguistic
patterns.
They willingly embrace white middle class
American cultural values because of their
consistency with their goals of upward
mobility.
6. HOWEVER,
There are “involuntary minorities”, that is,
the descendants of immigrants who found
themselves in the U.S. against their will.
They generally come as a result of conquest
or colonization.
Their history and experience of oppression
leads them to develop an oppositional
identity and cultural frame of reference.
They often reject attempts to assimilate
them into the domain culture.
7. On the other hand, when it comes to academic
identity, not all students of color fits into this
strict division of involuntary and voluntary
minorities.
Even involuntary black students can excell in
school.
To succeed this, they lose their oppositional
frame of reference to schooling but in so doing,
they view themselves RACELESS.(the view of
Fordham)
8. The later studies offer a complex and
dynamic analysis of student cultural and
academic identities; however, they never fully
abandon Ogbu’s static construction.
Actually, they fail to put “culture in motion”.
Culture, in Rosaldo’s analysis, is ever-
changing in response to the different social
contexts or sites in which individuals find
themselves.
In short, people construct their identities in
response to changing contexts, social
structures and diverse human relations.
However, that does not exclude race, class or
any other category which shape the world
where individuals exist.
9. The categories of race or class are NOT the determinats
of identity, attention must be paid to how individuals
manage and respond to them in the ongoing process of
human identity construction.
People in different communities bring with them tehir
participation styles or multiple selves from previous sites.
The urban students balance their social identity and the
academic identity by harmonizing multiple selves resulting
from membership in conflicting communities.
In forming new identities, students become cultural
producers, altering the space in which they function.
The urban youth simultaneously influences and is
influenced by school.
10. SCHOOL SPORTS AND ACADEMIC
PERFORMANCE
School sports is unique among the many
conflicting sites urban youth handle in that
family members, teachers, classmates, and
neighborhood peers alike affirm and support
urban students’ participation in school sports.
Let’s explore how school sports shapes
academic performance and identity.
11. PARAGRAPH 9
Involvement in after-school athletics help
structure students’ time after school. It
pushes students to be more organized with
their daily schedule.
Students involved with after-school athletics
find themselves in structured and adult-
supervised activities exactly during the time
period that is associated with higher rates of
adolescent deliquency.
12. PARAGRAPH 10
The students involved in high schoolearn
better grades than their non-athletic peers.
To maintain a playable GPA, they work hard
academicly.
Join sport schools high GPA
13. PARAGRAPH 11
Involvement in school sports affects the
development of friendship.
Frienship through sports are mostly a
positive influence, as teammates encourage
each other to work hard and behave so as to
stay on the team.
14. PARAGRAPH 12
Another advantage of participating in sports
is the opportunity to develop relationships
with caring adults as coaches.
Coaches as role-models help their students
with their personal problems and give them
guidance and support, thus being
instrumental(effective) in formation of good
character.
15. PARAGRAPH 13
Not only do coaches inspire college
aspirations in students, so do peer
relationships developed through participation
in sports.
The relationship between high school sport
and education is that athletics increases
participants’ educational aspirations.
They know that colleges have lots of
opportunities for athletes.
16. PARAGRAPH 14
Reputation among peers:
Success in school can damage students’
reputation among peers.
To maintain their status among peers,
students blame their academic efforts on
forces beyond their control.
Sports offer an effective strategy for dealing
with the conflicting contexts these students
inhabit.
17. CONCLUSION
IN SHORT,
Participating in sports promotes successful
school performance by offering greater
structure, creating incentives, building
confidence, developing positive peer and adult
role models, and fostering college aspirations.
ACADEMIC ACHIEVEMENT
SPORT
IDENTITY DEVELOPMENT
