An Ethnography of a Rural Elementary School District Containing Three Types of Minority Students

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An Ethnography of a Rural Elementary School District Containing Three Types of Minority Students AN ABSTRACT OF THE THESIS OF Clella Iles Jaffe, for the degree of Doctor of Philosophy in Education presented on April 12, 1990. Title: An Ethnography of a Rural Elementary School District Containing Three Types of Minority Students Abstract approved: Redacted for Privacy_ Kenneth Ahrendt This study is a modified ethnography of a rural elementary school located in North Marion County, Oregon. This county is the site of migration and settlement by Hispanics, who work mainly in agricultural-related jobs. They are classified as a subjugated minority, because their ancestors were originally taken by conquest by the dominant society. Several Russian groups, including the Russian Old Believers, represent the immigrant minority. They came to the United States for religious and political freedom. Jehovah's Witnesses comprise a cognitive minority, whose belief system sets them apart from mainstream society. Children from these groups attend the small, local school, bringing varying cultural backgrounds, values, and perspectives. Three questions were addressed. What areas of surface culture impact the school?How does the primary level cultural area of time affect school interactions?How do the participants perceive multicultural education? A year of fieldwork revealed that surface culture areas of clothing, names, food, animals, holiday customs, entertainment, "explanations," and language affected daily interactions in the school. The primary level culture system of time was also taught, consciously and unconsciously, every day. Participants in the school had not articulated a clear vision for multicultural education. Thus, mainstream American culture was almost exclusively presented. An Ethnography of a Rural Elementary School District Containing Three Types of Minority Students by Clella Iles Jaffe A THESIS submitted to Oregon State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Completed April 12, 1990 Commencement June 1990 APPROVED: Redactedfor Privacy Associate Professor of Education in Charge of Major Redacted for Privacy Program Coordinator, Department of Educational Foundations / / iii / Redacted for Privacy Dean df School of- Education Redacted for Privacy nDean of Grate School Date thesis is presented April 12, 1990 Computer assistance by Joshua Jaffe forClella Iles Jaffe ACKNOWLEDGEMENTS I am grateful to Dr. Kenneth Ahrendt, my major professor, for adding yet another doctoral student to his already overwhelming schedule. His guidance and support kept me on track. Thanks also to my committee for hours of discussion and counsel. Dr. Ed Strowbridge, who guided me through my Master's program two decades ago, willingly supported this study. Dr. Wayne Haverson and Dr. Dorice Tentchoff enthusiastically combined their knowledge of cross cultural communication and gave me a more directed focus for the study. Dr. John Farrell, my graduate representative, shared my interest in Russia and my love for strong coffee. Dr. Richard Morris provided access to the Russian community. Dr. Harry Wolcott of the University of Oregon gave valuable counsel at a crucial stage of data analysis. I thank them. My children, Sara and Joshua, and my husband Jack all made enormous sacrifices in this effort. My father, John Iles, Sr., who returned to school at the age of 70, continually inspired me. Finally, the people of the Brownsville School graciously gave their time and energy to assist me on a daily basis. I will always be grateful to this energetic group of individuals who included me in their lives for one year. TABLE OF CONTENTS CHAPTER I: INTRODUCTION 1 Overview 1 The Problem 2 Objectives 2 Importance of the Study 3 Methodological Assumptions 3 Limitations of the Study 5 Delimitations of the Study 5 Definition of Terms and Codes 6 CHAPTER II: METHODOLOGY 12 Introduction 12 Validity and Reliability 13 Description of Research 16 CHAPTER III: THE SETTING 30 Federal Context 30 State Context 31 The County 33 The Area 34 The Village 35 The School 39 The Subjugated Minority: Hispanics 50 The Immigrant Minority: Russians 53 The Cognitive Minority: Jehovah'sWitnesses 59 Multicultural Education 64 CHAPTER IV: SURFACE CULTURE 67 Introduction 67 Clothing 68 Names 72 Food 72 Animals 80 Holidays 85 Entertainment 95 Explanations 100 Language 105 CHAPTER V: DEEP CULTURE 115 Introduction 115 Psychological Time Orientations 116 Religious Time 120 Cultural Time Orientations 126 Technical Time 127 Formal Time 128 Informal Time 141 Time as Quality 156 Conclusions 157 CHAPTER VI: DISCUSSION 158 Overview 158 Discussion of the Findings 159 Recommendations 167 Recommendations for Further Study 169 BIBLIOGRAPHY 172 LIST OF TABLES Table Page 1. Marion Area Migrants Served 32 2. Certificated Instructional Staff 42 3. Student Profile 42 4. Student Achievement: CTBS Tests 45 5. Russian Old Believer Religious Fast Days 76 6. Spanish/English Vocabulary for Animals 81 7. Pets Reported by Children 85 8. Russian Holy Days 124 9. Instructional Time 132 AN ETHNOGRAPHY OF A RURAL ELEMENTARY SCHOOL DISTRICT CONTAINING THREE TYPES OF MINORITY STUDENTS CHAPTER I: INTRODUCTION Overview This study is a modified ethnography of a rural elementary school district in an agricultural county in the Willamette Valley of Oregon. It describes the attempts of the public school to educate children with diverse backgrounds representing at least three minority groups. North Marion County, Oregon, is a rural, agricultural area with medium-sized, family-owned farms of berries, orchards, vegetables and hops--all crops requiring seasonal, cheap labor. For decades it has been the site of seasonal migrations of uneducated workers, willing to work for low wages. Most of these migrants are Hispanic. In the early 1960s a large group of Russian Old Believers immigrated into the area to settle permanently. Two decades later they have paid off their initial indebtedness and have become landowners, quite successful as measured by material possessions. The Old Believers are a sect with distinct boundaries and a rich heritage of custom and tradition. Two other groups of Russians also reside in the area. A sect of Molokan believers and a group of Russian Pentecostals have adherents in the area. All three groups 2 continue to speak Russian and have Russian surnames, but only the Old Believers are distinguished by their clothing. Many of the residents do not know that there are three Russian groups. "Russian" is synonymous with "Old Believer" to many. Other Christian sects or cults have made inroads into this diverse community. A large Kingdom Hall of Jehovah's Witnesses in the nearest town draws the faithful and new converts to gatherings held in both English and Spanish. The Problem The purpose of this study is to investigate multicultural education as it exists in a rural elementary school district containing significant populations of three types of minority students (Ogbu, 1981): a large Hispanic "subjugated minority" group, a sizable percentage of "immigrant" Russian Old Believers and a "cognitive" (Berger, 1969) or "autonomous" (Ogbu, 1974) minority of Jehovah Witnesses. An ethnographic study in 1968 (Sabey, 1969) was written about the same district. It focused on the Russian Old Believer schoolchildren who had then been in the district less than a decade. This study will follow up Sabey's work and provide data on current procedures and interactions between the three groups in the same school. Objectives The specific objectives of the study were to identify the holistic cultural context of a rural elementary school 3 district with at least three distinct populations addressing these questions: 1. What areas of surface culture are taught directly or indirectly in the school? 2. What areas of primary level culture are predominant in the practices of the school? 3. How do participants perceive and rationalize multicultural education in a culturally-diverse district? Importance Of the Study In the last two decades much has been written about multicultural education. Most ethnographic studies of pluralistic school districts have been done in urban settings such as Boston (MacDonald, et. al., 1982), or in schools with one major minority group. Guthrie (1985) studied Chinatown; Ogbu (1974, 1978) and Johnson (1986) focused on blacks. Ogbu (1981) states that ethnographic studies are important to provide a holistic view of an educational problem in context. This study addresses the special problems encountered by a rural elementary district challenged with a pluralistic population. No existing study describes multicultural education in an elementary school population with three minority groups: subjugated, immigrant, and cognitive minorities. Such a study is needed to document programs actually existing in a rural school faced with a such a pluralistic population. Methodological Assumptions Ethnographic methodology is the most appropriate methodology for this study. It provides a holistic view, 4 including background and context (Patton, 1980). It is not enough to say that the school does or does not provide multicultural opportunities for its diverse population. Documentation of how, why, and when are necessary for a complete picture of one school's responses to its unique educational challenges. Rather than enter the research site with preconceived constructs or theories, inductive inquiry into naturally- occurring events/programs/interactions, will yield important features of the school. If a researcher determines in advance what she will see, what is actually there may
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