A descriptive/analytical study: The impact of aspects of their cultural, social, and educational experiences on a living five-generation black family in the United States, 1893-present Item Type text; Dissertation-Reproduction (electronic) Authors Battiest, Martha Marie. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 10/10/2021 16:26:36 Link to Item http://hdl.handle.net/10150/187142 INFORMATION TO USERS This manuscript ,has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. 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Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howellinfoimalion Company 300 North Zeeb Road. Ann Arbor. MI4S106·1346 USA 313!761-47oo 800:521·0600 1 A DESCRIPTIVE/ANALYTICAL STUDY: THE IMPACT OF ASPECTS OF THEIR CULTURAL, SOCIAL, AND EDUC1~TIONAL EXPERIENCES ON A LIVING FIVE-GENE~TION BLACK FAMILY IN THE UNITED STATES, 1893-PRESENT by Martha Marie Calhoun Battiest A Dissertation Submitted to the Faculty of the DEPARTMENT OF LANGUAGE, READING AND Cl,JLTURE In Partial Fulfillment of the Requireme~lts For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 1 9 9 5 UMI Number: 9534653 UMI Microform 9534653 Copyright 1995, by OM! Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Final Examination Committee, we certify that we have read the dissertation prepared by Martha Marie Calhoun Battiest entitled __~A~D~e_s~c~r~i~p~t_iv~e~/A_n~a~1~y~t1_·c~a_l~S_t~u~d~y~: ___ T~h~e~I~m~p~a~c~t~o_f __ A~s~p~e~c~t~s~o_f __ __ Their Cultural, Social, and Educational Experiences on a Living Five-Generation Black Family in the United States, 1893-Present and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy !Yl~ y/2Y/C; j- Datei/Zr/rs Date Date Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation re~ryt7 Dissertation D~ / 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his or her judgment the proposed use of the material is in the interests of scholarship. In all other instances, however, permission must be obtained from the author. 4 ACKNOWLEDGMENTS I would like to express gratitude to my advisor, Richard Ruiz, who, first, guided me through the initial stages of officially entering the doctoral program in the Department of Language, Reading and Culture at The University of Arizona. That guidance has continued through my doctoral process. A high level of appreciation is extended to my committee members, Teresa McCarty and Kenneth Goodman, who contributed greatly to the emergence and developmental process of this dissertation. Collecting data from members of my family for a pilot study began in Dr. Goodman's research class. Later stages of the study were part of my course work in Dr. McCarty's multicultural education classes. I am grateful for the invaluable support and encouragement from my family throughout the experience of being a student again during this stage of my life. Special thanks to Bill, my husband, our six adult children and 12 grandchildren, my 10 siblings, and especially Mom and Dad who made this study possible through their roles as the matriarch and patTiarch of our family. I am grateful to Manuel Pacheco and John Taylor, President and Dean of Education at The University of Arizona, respectively, for sharing stories about their experiences as members of exceptionally large families like mine. I am indebted to former dean Luann Kraeger, my first professor at The University of Arizona; Peggy Douglas and Adela Allen, my friends, mentors, and staunch supporters of my educational aspirations. Finally, a special heartfelt thanks to Jo Ann Hurley who has worked with me throughout my pursuit of the Ph.D. 5 DEDICATION This dissertation is dedicated to' the memory of my father, the late John Douglas Calhoun, who died on March 4, 1995, exactly three months before his 102nd birthday, and to all of the members of my five-generational family who have always been my mainstay in life. 6 TABLE OF CONTENTS Page LIST OF TABLES ................................... 9 ABSTRACT ......................................... 10 1. INTRODUCTION 12 Purpose of the Study........ .......... ...... 16 Statement of the Problem ...... .............. 17 Rationale for the Approach to the Problem ... 18 Definitions ................................. 20 'Limitations of the Study...... .............. 21 Assumptions Underlying the Study............ 23 Background Information ........ .............. 26 Introduction to First Generation Statements ........................ 32 Patriarch's Statement ............. 32 Matriarch's Statement ....... ...... 35 Organization of the Study..... .............. 41 Summary....................... .............. 42 2. REVIEW OF THE LITERATURE ........................ 43 Introduction ................................ 43 Contemporary American Families in the U.S... 46 The Colonial Family........... .............. 54 The Native American Experience .. ........ .... 63 The Mexican American Experience. ............ 75 The Chinese American Experience ............. 98 The Chinese American Family ............ 104 The Jewish American Experience .............. 113 The African American Experience ............. 131 Summary ..................................... 147 3 . METHODOLOGY. .. 150 Procedure for Research Study ................ 150 Stage I: Literature Review ............ 151 Stage II: Methodology--A Qualitative Approach .......................... 151 Stage III: The Process of Analysis: Coding, Categorizing, and Labeling Information .............. 152 Stage IV: Final Stage ................. 155 Population .................................. 155 Survey Instruments (Questionnaires) ......... 156 Interviewing ................................ 159 7 TABLE OF CONTENTS--continued Page 4. FOCUS ON THE FAMILY'S NARRATED SURVEY RESPONSES AND FINDINGS ................................ 162 Second-Generation Family Members' Stories ... 171 Eldest Son ............................. 171 Second Son ............................. 173 Eldest Daughter ........................ 174 Second Daughter ........................ 176 Third Son .............................. 178 Fourth Son ............................. 179 Fourth Daughter ........................ 180 Fifth Daughter ......................... 182 Youngest Daughter ...................... 183 Youngest Son ........................... 184 Conclusions ............. ;.............. 186 Reflections of a Family ..................... 187 Introduction ........................... 187 Segregation, Desegregation, and Integration: A Historical Perspective ....................... 190 Survey Responses ....................... 192 Study Investigator ................ 192 Spouse of Study Investigator ...... 193 Eldest Daughter ................... 197 Second Daughter ................... 203 Eldest Son ........................ 210 Youngest Daughter .................. 214 Second Son ........................ 223 Youngest Son ...................... 232 Conclusions ............................ 242 A Personal Perspective of the Educational Experience: Primer to Ph.D ............ 247 The