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AUDIENCE EXPERIENCE AND RESPONSE WITHIN THE SINGLE-SEX SECONDARY MILITARY BOARDING SCHOOL: A DRAMATURGICAL ANALYSIS By PATRICIA K. HENDRICKSON Bachelor of Arts Northeastern State University Tahlequah, Oklahoma 1996 _ Master of Science Northeastern State University Tahlequah, Oklahoma 1998 Submitted to the Faculty of the Graduate College of the . Oklahoma State University in partial fulfillment of ·· the requirements for the Degree of DOCTOR OF PHILOSOPHY · December, 2002 AUDIENCE EXPERIENCE AND RESPONSE WITHIN THE SINGLE-SEX SECONDARY MILITARY BOARDING SCHOOL: A DRAMATURGICAL ANALYSIS ii ACKNOWLEDGEMENTS Even though trite, it is true that words are inadequate to fully express the gratitude I have for those people who have helped, supported, and loved me through not only this dissertation, but through the five years devoted to my pursuit of the doctoral degree. Nevertheless, I am compelled to pen these feelings as best I can only hoping that you -- the necessary and special base support -- will feel acknowledged and thanked for your part in this life milestone and accomplishment. I would be remiss not to acknowledge that time and space do not allow every single individual person to receive the gratitude deserved; therefore, to all who have touched my life and been supportive of my pursuit of higher education, thank you, truly thank you. To address the most special contributors and supporters, let me begin by first acknowledging the direction, guidance, patience, and absolute brilliance of Dr. Charles Edgley -- my director and mentor. His nationally known reputation as an expert of the dramaturgical model enhanced my research analysis and interpretation, and for all of his efforts I am truly grateful and thankful. %" To the remaining members of my committee -- Dr. George "Ed" Arquitt, Dr. Tom Shriver, and Dr. William Segal, thank you for the reading, editing, and finally signing my dissertation. Your contributions added to the work in a positive way; I iii will not forget what I learned from each of you about writing, editing, and sociology. Thanks to each of you so very much. This qualitative research would be even more difficult were it not for the transcription and typing of the nine wonderful secretaries who participated in this stage of data analysis. Thank you to each and every one of you. Special thanks go to Kay and Royce Caskey for the completion of the last and largest "batch" of transcription. Thanks for getting my data ready just in the nick of time. I also wish to thank Sharon Alexander for her tireless editing, and Rachel Corbett who helped me finish and walk the final copies to the Graduate College. Thank you both. Special thanks also need to be directed to my best graduate school friend, Regina. Your encouragement and support came at just the right time, for you know too well what it is like to pursue such an academic effort. Genie -- I could not have made it without you -- or at least, I would not have wanted to. To my children, Nathan, Clinton, and Mason, who never remember me not in school, I am so apologetic for the number of times this effort caused you to take a back seat, while I trudged onward toward degrees. Your willingness to do so is a testament to your own educational values and standards. I am so proud of each one of you, and for your support, I am extremely grateful. Last; and in no way least, I wish to acknowledge and thank Lori Anderson, my mentor, my best friend, and the other half of my home mortgage. Six years ago, she invited my seven and twelve year old boys and me to "stay with her," while I pursued the doctorate. Her inspiration as my undergraduate sociology iv teacher and mentor, encouraged me to follow in her footsteps to Okalahoma State University where several of her former professors also taught me and served on my committee. As I say thanks to her, I can truly say without her support, love, and care, my journey would have been most difficult. Thank you so much for always being there no matter what the need. V TABLE OF CONTENTS Chapter Page 1. DESCRIPTION OF THE PROBLEM Introduction ...................................................................................... 1 Analytic Framework ......................................................................... 3 Method ............................................................................................ 6 Limitations .......................................................................................7 Significance of Study ....................................................................... 8 2. BACKGROUND ...................................................................................... 11 Historical Overview ........................................................................ 11 Social Organization & Physical Structure ...................................... 13 School Descriptions ....................................................................... 16 Educational Arrangements ............................................................ 17 Military ................................................................................ 17 Boarding ............................................................................. 25 Single-Sex ............................................ , ............................. 29 Summary of Educational Arrangements ............................ 34 3. THEORETICAL AND ANALYTICAL BACKGROUND ............................. 37 Analytical Application To This Study ............................................. 54 Research Questions ...................................................................... 73 4. RESEARCH METHODOLOGY ............................................................... 76 Introduction ................................................................................... 76 Subjects ....................................................................................... 78 Materials & Procedure ................................................................... 79 Documents - Content Analysis ......................................... 79 Observations ..................................................................... 82 Interviews ........................................................................... 84 Surveys .............................................................................. 88 vi Chapter Page 5. ANALYSIS OF DATA ............................................................................... 91 Introduction ................................................................................... 91 Organizational Arrangement ......................................................... 91 Academic Excellence; Leadership & Structure; & Discipline ......... 94 Academic Excellence ......................................................... 94 Leadership & Behavioral Structure ................................... 105 Discipline ......................................................•.................. 120 Group- By-Group Experiences & Responses .............................. 146 Administration Response By Group .................................. 146 Faculty Response By Group ............................................. 150 Military Response By Group ............................................. 157 Support Staff Response By Group .................................... 163 Parent Response By Group .............................................. 166 6. SUMMARY AND CONCLUSIONS ......................................................... 173 BIBLIOGRAPHY .............................................................................................. 183 APPENDIXES .................................................................................................. 192 APPENDIX A- SOLICITATION; CONSENT; COVER NOTICES .............. 193 APPENDIX B - INTERVtEW SCHEDULES; SURVEYS; CODE BOOKS .. 198 APPENDIX C - INSTITUTIONAL REVIEW BOARD APPROVAL .............. 243 vii LISTOF TABLES Table Page 1. School Demographics ................................................................................ 18 2. Percentage Of Students In Grades 6-12 That Reported Knowing About, Witnessing, Worrying About, Or Being Victimized By Robbery, Bullying, Or Physical Attack At School: 1997 ............................................................. 27 LIST OF FIGURES Figure Page 1. Military School Advertisements ................................................................... 1 2. Military School Advertisements ................................................................... 2 viii CHAPTER 1: DESCRIPTION OF THE PROBLEM Introduction "School of distinction," an "environment of achievement," "small classes," "self-discipline," and "educational excellence," proclaim the ubiquitous advertisements formilitary academies that appear without fail in monthly editions of magazines such as Boy's Life and Southern Living. Increasingly, these same advertisements are popping up on Internet sites as the World Wide Web expands. As Boller (1988), and more recently Stern (1994), contend the propensity of an ad to constrain the meanings consumers create in response to the ad stimulus involves both the information in the ad and presentation format. � 10\ln'B Jllifft � • t;c�ooll/. � A l.r-lANGI-:FOR THI-:BETTER 6th-12th Grade boys• Excellence in Academics, Athletics & Army JROTC • College Semester System • SACS accredited • Honor Rated • Multi-Cultural • ACA accredited Summer Camp • College preparatory BOY'S BOARDING-GRADES 6-12 ADMISSIONS ANY TIME CHECK OUT OUR WEB PAGE: www.sjms.org ADMISSIONS E-MAIL: [email protected]

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