ABSTRACT
There are a substantial number of studies documenting how minority groups use different approaches to resolve cultural conflicts and select various strategies to adapt to the United States' schools and society. These studies focus, for example, on the Japanese, Koreans (DeVos, 1967, 1973, 1980, 1982, 1988), Chinese (Guthrie, 1985, Wong-Fillmore, 1985), Indochinese (Trueba, Jacobs, and Kirton, 1990), Hawaiians (Au, 1980,1981; Boggs, 1985; Jordan and Tharp, 1979) Mexicans (Ogbu and Matute-Bianchi, 1986; Carter and Segura, 1979; Delgado-Gaitan, 1986a, 1986b, 1990; San Miguel, 1987; Trueba, 1987a, 1987b; 1988a, 1988b; Delgado-Gaitan and Trueba, 1991) Central Americans (Suarez-Orozco, 1987, 1989); East Indians, specifically Punjabis (Gibson, 1987), native Americans (Mohatt and Erickson, 1981; Philips, 1982; Macias 1987), Indochinese (Trueba, Jacobs and Kirton, 1990); with the castelike minorities, Hawaiians, Mexican, native Americans and blacks (Ogbu, 1974, 1978, 1982, 1983, 1987, 1989); with all minority groups in a cross-cultural perspective (G. Spindler, 1987a, 1987b, 1987c; Spindler and Spindler, 1987a, 1987b; 1990; Trueba, 1989).
