5.4.2 Developing interventions related to imbalances in power or economic opportunities, and peer group responses to those imbalances

If you think imbalances in power or economic opportunities, and peer group responses to those imbalances, might be contributing to the puzzling situation, the research literature offers some ideas for developing interventions.

Ogbu and Simons (1998) offered some suggestions for improving the educational experience of "involuntary minorities" who have an ambivalent stance toward "White" institutions. They suggested that educators need to build trust with such students by showing the students that they believe in them, that they respect the students' culture, and that they think the students can succeed in school without losing their identity. Culturally responsive pedagogy (discussed in CIP step 3.3) can contribute to this goal. Ogbu and Simons also suggested that educators explicitly deal with students' opposition or ambivalence, and they indicated that discussing autobiographies of involuntary minorities who have moved beyond their opposition as a possible strategy. They also suggested setting high standards for students, linking students with role models through mentoring programs, and involving parents and the community in students' education.

A related approach is to develop classroom- or school-based programs that help students find ways both to succeed in school and to respect their cultural heritage--"accommodating without assimilating" in Gibson's (1988, 1997) terms. Both PLAN and AVID offered students a supplemental instructional program focused on helping them succeed in school, fostered the development of supportive peer relationships, and provided specific information about getting into and succeeding in college.

Another approach is "critical pedagogy" (see Hooks, 1994; Sleeter, 2001, Pedagogy>Critical Literacy; Sleeter & Grant, 1988; Shor, 1980). This approach involves empowering students, helping students explicitly examine the larger imbalances in society, and facilitating students' development of social action skills.

If you found D'Amato's (1993) approach to structural and situational rationales useful for understanding your puzzlement, his suggestion that teachers provide students with a "situational rationale" might be useful as you develop intervention(s). His suggestions for ways to provide students with a situational rationale include reducing individual competition and emphasizing group success.

If you haven't read the CIP pages for Step 5 or Step 5.4, please do so because they provide information about developing inverventions for your CIP study.

Success Stories & CIP studies Related to Students' Experiences and Meanings from Outside School

Reconsider  question: 3.4.2 
Gather more information on this question: 4.4.2 
Step 6-Monitor Intervention(s) 
Guide for Reading Step 4 and Step 5 Pages