Abstract
Within a society schooling and education cannot be conceptualized as overlapping processes when unequal power relations exist among groups with differing cultural orientations. In this article, the author argues that the strategic differentiation between education and schooling is fundamental to the maintenance and development of an African-American cultural orientation and identity. He contends that education and schooling are different processes and that, although it is possible for them to overlap, it is also probable that most African-Americans receive more schooling than education. He presents a conceptual model that links the process of schooling to the perpetuation of existing relations of power and politically dominant culture in the United States.
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