Ethnocentric Schools' Contribution to Biculturalism: A Case Study

Abstract

Purpose. Contrary to early U.S. immigrants who assimilated into society, recent immigrants chose to embrace biculturalism by retaining their heritage culture and adopting the dominant culture. Some minority groups have opened ethnocentric schools to develop bicultural students with strong ethnic identity. The purpose of this qualitative case study was to explore the ways in which an ethnocentric day school contributes to biculturalism.

Methodology. This study used a qualitative case study design to explore the central research question: “How do ethnocentric schools contribute to biculturalism?” This study focused on an Armenian day school through semistructured interviews with alumni who graduated at least 5 years prior to this study and had attended the school since kindergarten. Participants who fit the inclusion criteria were identified through snow ball sampling. Semistructured interviews were conducted over a virtual platform to adhere to COVID-19 safety guidelines. The researcher utilized member checks prior to data analysis to ensure validity and reliability.

Findings. Four themes have been identified as the ways in which an ethnocentric school contributes to biculturalism. The four themes are (a) Armenian classes, (b) Armenian teachers, (c) liberal and performing arts, and (d) Armenia trip.

Conclusion. This qualitative case study revealed that emphasis on Armenian classes including language, literacy, Armenian history, religion, and Armenian identity are paramount in strengthening ethnic identity. The findings also revealed that Armenian teachers are also instrumental. The data indicated that reinforcing love of culture through liberal and performing arts such as songs, dances, poetry, and theater is vital. Finally, the student trip to Armenia has also been revealed as one of the prominent ways in which the school contributes to biculturalism.

Recommendations. This qualitative case study focused on one school, in one population, and only from the perspective of the alumni. Future research can be done at other Armenian schools, or from the perspective of administration and teachers, or at ethnocentric schools from a different population. This study has made a unique contribution to the existing literature by identifying the specific ways in which an ethnocentric school contributes to biculturalism.