ABSTRACT
I open the concluding section of this volume with a rhetorical question I have asked elsewhere regarding John Ogbu’s work: “Of the many wonderful scholars who have conducted education research, how many have produced grand assessments that have remained relevant and worthy of discussion thirty years after their initial formulation?” (Foster, 2005b, p. 559). This is, of course, a framing question, one that assumes-and perhaps demands-our acknowledgment that whether we agree or disagree with Ogbu’s cultural-ecological model of minority academic achievement, his ideas were powerful, resonant with large numbers and groups of people, and have had a tremendous influence on the last three decades of educational research.
