Community forces include four factors which include symbolic beliefs about schooling (for example, whether the cultural and linguistic identity of minorities will be threatened by learning), the framework of comparison of minority schools, relational interpretations of schooling. (e.g., the level of trust in the education system) and the instrumental value of school (e.g., whether or not academic qualifications are necessary to advance in life) (Ogbu, 1978; Ogbu and Simmons, 1998) . These forces are the product of sociocultural adaptations within minority communities. Over the years, in more recent literature, cultural barriers have been adapted to also include community and social barriers such as behavioral characteristics, attitudinal factors, and socioeconomic status which are important predictors of performance minority students (Ainsworth-Darnell & Downey, 1998; Fordham, Signithia & Ogbu, 1986; McLoyd, 1998). Duncan and Magnuson (2005) found that socioeconomic status explains more than half of the initial educational achievement gap that exists between minority and majority populations. Poverty and cultural conflict contribute significantly to why minorities perform poorly in school (Smith, Brooks-Gunn, & Klebanov, 1997). Ogbu and Simmons (1998) suggest that cultural and linguistic differences may also cause learning.