or example, enact their resistance toward the dominant group by sabotaging, ignoring, and resisting mainstream school goals. On the other hand, mainstream individuals, and voluntary immigrants (who may also be minorities) believe that school goals offer them the opportunity to succeed. They are in congruence with school goals, which they feel ownership toward. They recognize, whether consciously or not, that they have the opportunity to achieve mainstream success and, as a consequence, go along with the school goals that have been established for them. They do not have to enact their hostility toward oppressed groups (involuntary minorities), although they may feel anger and antagonism in the context of school achievement.
In other words, the oppositional culture explanation posits that oppressed minority and ethnic groups engage in a sort of group passive-aggression, under-achieving in the school system as one means of expressing their anger toward their ongoing submission to the dominant groups and culture. On the other hand, those groups that belong t
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