ABSTRACT
The experience of castelike minorities are different and have different educational consequences. Not all racial minorities have the status of castelike minorities. The discussion of castelike minority status points to insufficiency of the explanation of the lower test scores and lower school performance of blacks in terms of genetic endowment, home environmental factors, and cultural differences. Given the castelike minority status of blacks, Jensen cannot reasonably argue that differences in the behavior of blacks and whites, such as test taking, are determined by a single element genetic endowment; environmentalists can no longer ignore the effects of double stratification and minority cognitive orientation or epistemology. In this chapter, the author focuses more closely on black responses to the inferior education and the limited postschool opportunities generated by this perspective and show how such responses may contribute to poorer school performance and lower test scores.
