Abstract
Paper presented to the Special Libraries Association, 83rd Annual Conference, San Francisco, CA., on June 9 1992. Focuses on understanding cultural differences and school learning in minority groups from a comparative perspective. Looks at conventional explanations as to why some groups adapt better than others. Defines and emphasizes the need to recognize the different types of minorities, i.e. autonomous, immigrant or voluntary minorities and non-immigrant or involuntary minorities. Explores primary cultural differences existing before immigrants arrived in United States and secondary cultural differences arising after a group has become a minority. Concludes that, generally, immigrant minorities tend to be more successful in school than involuntary minorities but that both types of minorities can benefit from additional help in school to manage their different cultural problems. Recognizing these differences is the key to better school adjustment and performance.
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