"A new version of the old 'immigrant success' story is
circulating in America. It implies that the apparent academic
progress of recent arrivals to our schools is the result of simple
head work, opportunity, and a good attitude. Margaret Gibson has
given us a complex antidote to this myth in a carefully researched
and fully documented two-year study of Sikh children in a rural
California educational setting. In addition to giving the reader
the necessary cultural and religious background to understand this
little known ethnic group, which originated in the Punjab area of
northwestern India, the author details the context of their
adjustment to life in America, particularly the factors that affect
their progress in school.
"The micro-ethnographic detail on economic adaptation, home
life, and family values is skillfully linked to both larger
societal issues (immigration policy, assimilation,
minority-majority relations) and to educational theory on school
performance. The result is a holistic portrait which reveals why
Sikh high school students, despite language barriers, prejudice,
and significant cultural differences, often outperform their
majority peers and other United States minority groups.
"One need not examine only the Japanese approach to education to
find models to emulate. There are some immigrant patterns much
closer at hand that arc at least as relevant. This study of
'accommodation without assimilation' is a very timely case in point
and deserves a wide and critical readership." Journal of American
Ethnic History"
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