Applying Ogbu’s theory of minority academic achievement to the situation of Moroccans in the low countries

Ogbu’s theories relating to the educational achievement of minorities seem to be at odds with the situation of the largest minority groups in Belgium and the Netherlands. Moroccans form a voluntary minority but, after three generations, their children still lag in terms of school results. Ethnographic research among Moroccans in both countries shows that the community forces that hinder the academic achievement of Moroccan children are in many ways similar to those of minorities that Ogbu calls involuntary. Ogbu’s insights are relevant for the situation of minorities in these countries and deserve more attention, but the initial voluntariness of the migration seems not necessarily to constitute the most crucial influence on community forces. Other factors have to be considered.