Afro-American Cognitive Style: A Variable in School Success?

Abstract

During the seventies, increased attention was given to the study of factors that contribute to individual differences in academic performance. Areas that generated particular concern and increased consideration were sex roles, social class, developmental changes, and race. Until recently the last variable was interpreted to mean variation as determined by the color of the child’s skin. Current orientation, however, redefines the concept as ethnicity with a culturally induced lifestyle and perspective. Proponents of this approach suggest that the diversity found in task and academic competence is precipitated by differences in culturally induced psychological, cognitive, and behavioral strategies rather than ability differences. This theoretical review examines this idea as it relates to Afro-Americans.