Reviews by Margaret A. Gibson (1988) and by Margaret A. Gibson and John U. Ogbu, Eds. (1991). These two books contribute significantly to theories of minority school success and failure in plural societies. Both distinguish between immigrant and involuntary minority groups, and attribute differing degrees of academic success to the cultural models…

Presents findings from this condensation of major studies of the differences among U.S., Chinese, and Japanese education. Explanations for the superior performance of Chinese and Japanese students are explored in the areas of home and parents, effort and ability, organization of schooling, and teachers and teaching. (SLD)