Double Stratification and Psychological Risk: Adaptational Processes and School Achievement of Black Children

Abstract

The experiences of children are affected by the reference group's societal placement; the nature of the available ecosystems (and environmental constraints) dictates the quality of expected behaviors. A perspective from cultural anthropology describes sub-cultural theories of ethnicity as attempts to define or categorize groups as a function of their cultural habits and then to stereotype the entire cultural unit as a function of such habits. Critiques of academic sub-cultural theories of ethnicity also posit that the subcultural group's fit into the societal production process further specifies the nature of children's experiences.' Black children's performance in school reflects the group's marginality. An examination of the processes or methods by which marginality affects the group and the child's educability requires a perusal of several key issues: double stratification, psychological risk, adaptational processes and the interface of psychological health and school performance.