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The Role of Education in the Rise and Fall of Americo-Liberians in Liberia, West Africa (1980)

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The Role of Education in the Rise and Fall of Americo-Liberians in Liberia, West Africa (1980) Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies 5-16-2008 The Role of Education in the Rise and Fall of Americo-Liberians in Liberia, West Africa (1980) Etrenda Christine Dillon Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Recommended Citation Dillon, Etrenda Christine, "The Role of Education in the Rise and Fall of Americo-Liberians in Liberia, West Africa (1980)." Dissertation, Georgia State University, 2008. https://scholarworks.gsu.edu/eps_diss/18 This Dissertation is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, The ROLE OF EDUCATION IN THE RISE AND FALL OF AMERICO-LIBERIANS IN LIBERIA, WEST AFRICA (1980), by ETRENDA C. DILLON, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree Doctor of Philosophy in the College of Education, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chair, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. The Dean of the College of Education concurs. _______________________________ ________________________ Philo A. Hutcheson, Ph.D. Daniel J. Paracka, Jr., Ph.D. Committee Chair Committee Member _______________________________ ________________________ Jennifer Esposito, Ph.D. Donna Breault, Ph.D. Committee Member Committee Member ________________________________________ Date ________________________________________ Sheryl Gowen, Ph.D. Chair, Department of Educational Policy Studies ________________________________________ R. W. Kamphaus, Ph.D. Dean and Distinguished Research Professor College of Education AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, copy from, or publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education’s director of graduate studies and research, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. _______________________________ Etrenda C. Dillon NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Etrenda C. Dillon The director of this dissertation is: Dr. Philo A. Hutcheson Department of Educational Policy Studies College of Education Georgia State University Atlanta, GA 30303-3083 VITA Etrenda C. Dillon EDUCATION: Georgia State University, Atlanta, GA Doctor of Philosophy Educational Policy Studies Georgia State University, Atlanta, GA Master of Public Administration University of South Florida, Tampa, FL Bachelor of Arts Criminology PROFESSIONAL EXPERIENCE: Director of Development Outward Bound Atlanta January 2006 – present Atlanta, GA 30303 Grants & Contracts Development Officer Spelman College August 2002 – January 2006 Atlanta, GA 30314 Research Associate II College of Education, Georgia State University August 1998 – August 2002 Atlanta, GA 30303 PUBLICATIONS, REVIEWS, AND PAPER PRESENTATIONS: Education (co-authored). Georgia Legislative Review: 2004/The Southern Center for Studies in Public Policy. Atlanta, Georgia. Education (co-authored). Georgia Legislative Review: 2003/The Southern Center for Studies in Public Policy. Atlanta, Georgia. Education (co-authored). Georgia Legislative Review: 2001/The Southern Center for Studies in Public Policy. Atlanta, Georgia. A Qualitative Analysis of the A+ Education Reform Act of 2000. Paper Presentation. 2000/Georgia Educational Research Association (GERA), Morrow, Georgia. Education. Georgia Legislative Review: 2000/The Southern Center for Studies in Public Policy. Atlanta, Georgia. The Rating of Georgia Legislators (co-authored) & Human Services (co-authored). Georgia Legislative Review: 1996/The Southern Center for Studies in Public Policy. Atlanta, Georgia. The Rating of Georgia Legislators (co-authored) & Georgia Health Care (co-authored). Georgia Legislative Review: 1995/The Southern Center for Studies in Public Policy. Atlanta, Georgia. ABSTRACT THE ROLE OF EDUCATION IN THE RISE AND FALL OF AMERICO-LIBERIANS IN LIBERIA, WEST AFRICA (1980) by Etrenda C. Dillon Education has proven to be a powerful tool. Higher education in particular has been and continues to be utilized in various ways around the world and has been instrumental in the rise of societies including Americo-Liberian society in Liberia, West Africa. This study investigates how education has been instrumental in the formation of identity for Americo-Liberians (descendants of historically oppressed groups), demonstrates the relationship that existed between education attainment and social stratification within their system, and uncovers the socialization process that existed within the Americo- Liberian system of education. A critical analysis of social structure and history was undertaken to demonstrate how a mythical norm and cultural capital were key in both the identity formation and destruction of the Americo-Liberian population in Liberia, West Africa. Other theoretical frameworks, in particular “othering,” was utilized throughout this dissertation to further demonstrate the rise of Americo-Liberians through their employment of a mythical norm and cultural capital, which ultimately led to their demise. A historical case study method was utilized to uncover the cultural capital of the preferred upper class and political elite, known as Americo-Liberians, which was deeply embedded within their system of education. In all, the system that was set up to ensure their privilege led to their demise and the complete destruction of the country as a whole. THE ROLE OF EDUCATION IN THE RISE AND FALL OF AMERICO-LIBERIANS IN LIBERIA, WEST AFRICA (1980) by Etrenda C. Dillon A Dissertation Presented in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy in Educational Policy Studies in the Department of Educational Policy Studies in the College of Education Georgia State University Atlanta, GA 2007 Copyright by Etrenda C. Dillon 2007 ACKNOWLEDGMENTS This dissertation is dedicated to my family whose deeply embedded Americo- Liberian roots have afforded me the knowledge and background necessary to write this dissertation. Growing up in Liberia during my formative years has equipped me with a unique experience and perspective, allowing me to deeply explore how education, in particular higher education, can be used both as a stratification tool and a tool of oppression. Without my experiences as a child and my family heritage, it would not have been possible for me to have such a clear understanding of the importance of education and its countless uses, which has enabled me the ability to impart knowledge on the role of education in the rise and fall of Americo-Liberians in Liberia, West Africa (1980). I conducted all of the research in the United States because of the political unrest that was taking place in Liberia. Much of the source material used in this research was written by African Liberians. The data collected through interviews primarily highlights the perspective of Americo-Liberians. I also have provided insight as to the challenges that existed in the country and the source of issues. Because I was raised in Liberia during my formative years and experienced Liberia as an Americo-Liberian child, I bring forth a perspective that may differ greatly from individuals (Americo-Liberians) who were of adult age (18 +) during the 1970s. I wish to thank both my father, Edmund C. Dillon, and a family friend, Anna Scott, for serving as key informants. They both were instrumental in the identifica- tion of Americo-Liberian candidates who served as study participants. I also would like to thank everyone who served as study participants. The information that you’ve provided for this study is invaluable and certainly would not have been captured without your time, dedication to this project, and willingness to share your experience, which significantly informed this research. I would like to thank the individuals who have worked with me closely, the members of my dissertation committee, Philo A. Hutcheson, Daniel J. Paracka, Jr., ii Jennifer Esposito, Donna Breault, and Wayne J. Urban. Each has made significant contributions to this work. In particular, I would like to thank Philo Hutcheson for his tireless support, understanding, and patience throughout this process. I also would like to recognize Dr. Asa G. Hilliard, who passed away during the completion
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