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An Ethnographic Study of the Second Generation German

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An Ethnographic Study of the Second Generation German AN ETHNOGRAPHIC STUDY OF THE SECOND GENERATION GERMAN AMERICANS LEAVING THEIR MARK ON U.S. HIGHER EDUCATION A dissertation submitted by Nicole Ruscheinski Herion to Benedictine University in partial fulfillment of the requirements for the degree of Doctor of Education in Higher Education and Organizational Change Benedictine University April 2016 Copyright by Nicole Ruscheinski Herion, 2016 All rights reserved ACKNOWLEDGEMENTS When I began contemplating what I would write for my dissertation, I wanted to write something that would contribute to the field of higher education and make a lasting footprint on my cultural background. The words “never forget where you came from” kept ringing in my ears. I must thank Dr. Antonina Lukenchuk for helping me define and focus a concept that flourished and came to life over the past three years. I want to thank God for showing his grace and mercy during times of confusion, trouble, and misunderstanding throughout a long and laborious dissertation process. God is good and he truly allowed for this dream to become a reality. It will go down as one of the biggest accomplishments in my life. The hours that it takes to fine tune and go through a project like this are unimaginable to some; however, Dr. Sunil Chand, Dr. Kathy Sexton-Radek, and Dr. Antonina Lukenchuk were the best of mentors to me and spent countless hours helping me so I could produce a product I would be proud of. I will never forget the time and energy you devoted to getting me to this place. During the second year of this program, both my Omi and Tata passed away. I was close with my grandparents and I wish they could have been here to share this milestone with me. Both sets of my grandparents came to the United States with a few dollars in their pockets and a dream as immigrants. I hope I have made them all proud and I dedicate this work to them. iii Also, this accomplishment would certainly not have been achieved without the motivation to pursue higher education imparted by my mother and father. The idea of this dissertation came from the experiences I went through with my own parents being immigrants and motivating me toward an advanced degree. They instilled in me a great deal of respect, perseverance, and a strong work ethic when it came to school. They provided unending resources for me to continue my education and achieve my dream of becoming Dr. Nicole Ruscheinski Herion. To my husband, who never complained when I left him with two little boys at home for whole weekends to attend school, thank you for your patience and your motivation to keep on going until I had reached my goal. There were many times that the dishes remained in the sink, the laundry went unwashed, and carry-out was ordered while I was busy writing. My husband Tom’s unending support has been instrumental in getting me through this program. To my two boys, Tommy and Leo, you can do anything you dream of; it is achievable. I want my boys to know that no matter how unattainable a dream seems, it is still conceivable if you put your heart, mind, and soul into it and surround yourself with those who will lift you up. There were days that I missed swimming lessons and German school events for the boys. I felt full of guilt when I missed these events due to being away at school weekends; however, being at the place I am here and now, the finish line, it has all been worth it and I hope I have made you proud. In the years to come, I hope you know that one of the biggest reasons I wanted to choose this topic was so one day, when I am no longer here, you can read this and have a piece of me with you always. I want you to never forget where you came from. iv TABLE OF CONTENTS ACKNOWLEDGEMENT .......................................................................................... iii LIST OF TABLES .................................................................................................... xiii LIST OF FIGURES .................................................................................................. xiv ABSTRACT ............................................................................................................... xv CHAPTER ONE: INTRODUCTION .......................................................................... 1 Background of the Study ............................................................................................. 1 Problem Statement ....................................................................................................... 4 Research Purposes and Questions ................................................................................ 7 Significance of the Study ............................................................................................. 8 CHAPTER TWO: LITERATURE REVIEW ............................................................ 10 Introduction ................................................................................................................ 10 “The Silent Minority”: An Overview of German Immigration to the U.S. and the Contributions of German Americans to American Society and Education ......... 11 German Immigration to the U.S................................................................................. 12 Immigrants: Making the U.S. Their Home ................................................................ 17 German Influences on American Higher Education .................................................. 18 German Americans: Culture and Identity .................................................................. 20 Culture ................................................................................................................ 20 Ethnic Identity .................................................................................................... 22 Language and Identity ........................................................................................ 26 Students From Immigrant Families ........................................................................... 27 The First and the Second Generation .................................................................. 28 v Parental Influences Shaping Student Experiences .............................................. 30 The Issues Surrounding Student Experiences ..................................................... 33 Educational Expectations of Immigrant Children .............................................. 35 Theoretical Perspectives on Ethnicity, Subjectivity, and Educational Attainment ... 37 Sociocultural Approach ...................................................................................... 37 The Segmented Assimilation Theory ................................................................. 38 Selective Acculturation ....................................................................................... 43 The Intercultural Theory ..................................................................................... 44 Phinney’s Model of Ethnic Identity Development ............................................. 46 Summary .................................................................................................................... 48 CHAPTER THREE: METHODOLOGY .................................................................. 52 Theoretical Positioning of the Study.......................................................................... 53 Interpretive Inquiry ............................................................................................. 53 Ethnography ........................................................................................................ 53 Autoethnography ................................................................................................ 55 Sociocultural Lens .............................................................................................. 55 Relevant Theoretical Perspectives on Culture and Identity ....................................... 56 The Segmented Assimilation Theory ................................................................. 56 Intercultural Theory ............................................................................................ 57 Phinney’s Ethnic Identity ................................................................................... 58 Research Design: Ethnography and Autoethnography .............................................. 58 The Participants ......................................................................................................... 59 Data Collection and Analysis Strategies .................................................................... 60 vi Semi-Structured Interviews ................................................................................ 61 Focus Groups ...................................................................................................... 62 Documents and Artifacts .................................................................................... 63 Data Analysis ............................................................................................................. 64 Validation Criteria ..................................................................................................... 66 Researcher’s Self and Final Reflections .................................................................... 67 CHAPTER FOUR: DATA ANALYSIS I ................................................................. 71 Setting the Scene ........................................................................................................ 72 Wir
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