Minority status and schooling—John U. Ogbu’s theory and the schooling of ethnic minorities in Europe

Abstract

This paper discusses the relevance of John U. Ogbu’s cultural‐ecological theory regarding the variability in educational performance of different ethnic minority groups against the background of comparative data on the schooling of ethnic minorities in Europe. Aside from cultural differences and institutional barriers, it addresses the impact of minority group status and community forces on educational achievement. The author calls for more comparative ethnographic research in European countries in order to generate a better understanding of the similarities and differences in educational experiences between various ethnic groups.