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