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Mcgill University MCGILL UNIVERSITY FACULTY OF EDUCATION DEPARTMENT OF POLICIES AND ADMINISTRATION Thesis Secular and Parochial Education of Ashkenazi and Sephardi Jewish Children in Montreal: A Stlldy in Ethnicity by Jack Jacob Hirschberg (M.A., University of Manitoba, 1971) Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy 1988 Abstract The objective of this study was to determine whether the type of primary school that children attend has an impact on the their level of ethnicity. The study involved one hundred Jewish children from Montreal and its surroundings who were completing grade six. Half the children had received their full education in private, parochial schools, while the other half had attended public, secular schools. Furthermore, half the children were of Ashkenazi descent and half were of Sephardi descent. The children and their parents were measured on a series of instruments designed to evaluate their levels of ethnicity. The data were subjected to a multivariate analysis of covariance wherein the variance attributable to the parents was partialled out. The results indicated that, while the type of school the children attended did affect their level of ethnicity, parochial education did not increase the level. In fact, the children who attended the secular schools had ii higher levels of ethnicity. Furthermore, the results indicated that parental and community factors were more important determinants of a child's ethnie identity. The results also demonstrated that the Sephardi children, despite their affinity to the Jewish people, have a less posi.tive image of the Jewish community when compared to the Ashkenazi majority. The Conflict Theory model, which views the school as a mirror of the forces in society at large, was seen as the best explanation of the data. iii .' Résumé Cette étude étan miS€' en marche au but de découvrir l'effet du type de l'éducatIon sur t'Identité ethmque chez les enfants Une sérIe d 'tnstrum~nts, conçue pour mesurer le ntveau d 'ldentlté ethntqu€', fut donnée à cent enfants 1UJfs, tous en sIxième classe à l'école, et à ses parents L'echantlllon était forme de deux mOItiés La première parue tut les enfants qU1 ont eu une éducatIon prIvée et paroIssIale L'autre part1€' des étudIants ont reçu un~ éducatton pubhque et 1alque Chaque par'tle de l' enchattlton tut d1vIsée en plus pour qUl? chaque groupe aH eu 25 enfants d'oflgme ashkénaze et 25 d'ortgtne sépharade Les données furent soumIs à une analy2e mult1ple de var lance en contr'olant les effets qUI n'ont pas tenu des écoles Les résultats de l'étude ont demontré qU'Il y avait une différence cl 'IdentIté ethntque entre les enfants qUJ ont eu une éducation paro1sslale et ceux gU! ont eu une éducatIOn talque, maIs l' éducatlO!1 paroIssiale n'aboutIt pas a un IV --------------------~------ niveau enlev~ d'IdentIté ethntque En fan, J~'S enfants qUi ont eu une édue.ItlOn lalque eurent le nIveau d'IdentIté ethmqu(· ÔJnlevé En ~lus, les mfluenees parentales et communautaIres étalent de la plus haute Importance pour le développement de l/ld~ntlté ethnique Les résultats démontrerent aUSSI que les enfants sépharades, menle qU'Ils ont des afflOltés avec les JUifs, portent un stéréotype des jUJfs molOS favorable que celUI qUI se trouve chez les Ashkénazes La théorIe que les écoles seulemE>nt reflètent les besoms et les confhts dans le mllteu SOCIal explique les résultats v î j Dedication l dedjcate th~s dissertation to the victims of the Ho1ocaust, who died for the sake of their heritage, and to my children, .• 1ana, Bram, and Heidi, to whom tha t heritage now belongs. This dissertation is also dedicated to the memory of Michel Laferrière, a grea t teacher and frlend. vi Acknowledgements Few meaningful goals are accomplished by an Individual wcrking in isolation. Sa it was that this dissertation reached fruition as a resu1t of the support l received from severa1 special people. l thank Dr. George Mager of the Department of Educational Psychology and Counselling for encouraging me ta implement my ideas. l am a1so indebted ta Dr. Gary Anderson and Dr. Charles Lusthouse, bath in the Department of Po1icies and Administration in Education, and ta Dr. Barry Levy of the Department of Jewlsh Studles, for their metlculous reviews of the manuscript, and for thelr use fuI suggestIons. Dr. Socrates Rapagna from the Department of Educational Psychology and Counselling deserves specIal mention. He spent a great dea1 of time reviewlng the manuscript. He a1so gave me many hours of his valuable time, sharing with me his expertise and hjs wisdom. vii - A person possessed with special quallti~s i8 Dr. Rabbi Simcha Fishbane of Concnrdia University and Sir Wilfred Laurler University. His special inter est in my pursuit of graduate studies created the impetus for the completion of this work. His friendship will always be remembered. T am especially grateful ta Dr. Ratna Ghosh of the Departm~nt of Policles and Administration, who was the Chairperson of my dissertatlon committee. Shp took a genuine interest ]n every aspect of my work and gave me encouragement and gUldance a~ they were needed. Her qualities are the model of the scholar and teacher. Finally, l wish to thank my wife, my chlldren, and my entire family. Without their love and support, aIl else hardly matters. Jack Hirschberg August, 1988 vlii .. Table of Contents Engllsh Abstract / ii French Abstract (Resum~) iv Dedication vi Acknowledgements vii Table of Contents ix Llst of Tables and Figures xi Chapter One: SynopsIs 1 Introduct10n l Objective of the Study 6 SignifIcance of the Study 6 EthnlcIty Defined 12 DefinItions of Being Jewish: Ethnic Gr 0 u p, Rel i g l 0 us Gr 0 u p, As h k e 1. a z i Jew, and Sephardi Jew 20 TheoretlCal Framework of the Study 30 Review of the LiterattJre Regarding EthnlcIty Development 33 Stage TheorIes of EthnlcIty Formation 36 EthnlcIty Development and Education 45 Stiltement of the Problem 52 Chapter Two: Background to the Issues 54 IntroductIon 54 The Ashkenazi and Sephardi Jewish Co mm unI t i .~ s 55 Jews and Education 60 Jewish Education in the Period Prior to the Baby10nian Exile 64 Expansion of Jewish Educatio!1 in the DIaspora 66 The EvolutIon of JewIsh Education in Montreal 74 Montreal's Jewish Schools and the Confessional School Structure of Quebec 77 Jewlsh Ethnicity and Jewish Education: Paradoxica1 Considerations 85 ix Chapter Three: Methodology 92 The Sample 92 Procedures 94 Construction of the Instrument and Analysis of the Data 95 Limitations to the Study 102 Chapter Four: Results 103 Introduction 103 Profile of the Ashkenazi Group wi th Children Attending Secu1ar School 105 Profile of the Ashkenazi Group with Children Attend:ing Parochial Schoo1 107 Profile of the Sephardi Group with Children Attending Secu1ar School 110 Profile of the Sephardl Group wit.h Children Attending Parochl.al School 112 Multivariate Analysis of the Data 116 Discriminant Ana1vsis of the Data 121 Chapter Five: D1Scusslon and Conclusions 124 Overview of the Study 124 Interpr~tation of the Results 127 Summary Conclusions 142 Suggestions for Further Research 144 Appendices 148 Appendix A: Letters of Introduction 148 Appendix B: Interview Forms ~51 Appendix C: Variable Data 164 Appendix D: Tables and Figures Re1ating to Sample Profiles 166 Blbliography 186 x List of Tables and Figures Tables 1 Year of Birth - Ashkenazi with Child in Secular School 167 2 Year of Birth - Ashkenazi with Chjld in Parochial Schoo1 167 Year of Blrth - Sephardi with Child in Secular School 168 4 Year of BIrth - Sephardi with Child in Parochial School 168 Parental EducatIon - Ashkenazi with Child in Secular School 169 6 Parental Education - Ashkenazi with Child in Parochlal School 169 7 Parental Educatlon - Sephardi with Child ln Secular School 170 8 Parental Education - Sephardi with Child ln Parochial School 170 Child's FormaI Parochlai Education - Ashkenazi in SecuJar School 171 10 Child's FormaI Parochial Education - Ashkenazi ln Parochial School 172 1 1 Chlld's FormaI Parochial EduLation - Sephardl ln Secular School 173 1 2 ChiJd's FormaI Parochlal Education - Sephardi in Parochlal School 174 1 3 Means AdJusted for Variance Accounted for by Covariates 118 14 Tests of Signiflcance 120 15 Standardized Discrlminant Function Coefficients 122 Flgures Country of Bir th of Child's Parents and Grandparents 175 ') Language Use of Ashkenazi Child in Secular Schools 176 3 Language Use of Ashkenazi Child in ParoC~lal Schools 177 4 Language Use of Sephardi - Child in Secular Schools 178 ... ; xi .,.;;, 5 Language Use of Sephard i - Child in Parochial Sehools 1 79 6 Oral Profieieney in the Ethnie Languages - Mother s 180 7 Oral Profleieney in the Ethnie Languages - Fathers 181 8 Oral Profieieney ln the Ethnie Languages - Children l8/. 9 Written Profielency in the Ethnie Languages - Mothers 183 10 Written Proficiency ln the Ethnie Languages - Fathers 184 11 Written Proficlency in the Ethnie Languages - Children 185 xii " Chapter 1 Synopsis Introduction An ethnie group is distinguished from other social groups on the basis of cultural patterns and/or national origine The interna1ized identification vith the group and its cultural patterns by an individual is termed ethnie identity or ethnicity. Ethnicity furnishes the individual group members vith a psychologieal boundary which serves to organize their relations with eaeh other and with non-members of the ethnie group. It is a part of the complex mosaic of personality, and as such, it permits the individual ta more fully identify the self, and ta differentiate the self from others. It also serves ta satisfy many of the emotional and motivational needs of the individual (Isaacs, 1975), ineluding the needs for affiliation, seeurity, and esteem (Maslow, 1970).
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