Ethnic Competition for Control of Schools in Two South Texas Towns.

Autor/in	Post, Donald Eugene
Titel	Ethnic Competition for Control of Schools in Two South Texas Towns.
Quelle	(1974), (521 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Administrators; Anglo Americans; Boards of Education; Conflict; Doctoral Dissertations; Ethnic Relations; Ethnology; Leadership; Mexican Americans; Power Structure; School District Autonomy; Sociocultural Patterns; Socioeconomic Influences; Texas + Suchen Sie Ihr Suchwort? Ausschuss; Konflikt; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Ethnische Beziehungen; Ethnologie; Führung; Führungsposition; Hispanoamerikaner; School district; School districts; Autonomy; School autonomy; Schulautonomie; Soziokulturelle Theorie; Sozioökonomischer Faktor
Abstract	The study examined the competition for control of schools between Anglos and Mexican Americans in 2 South Texas towns. The study's major objective was to describe the history of, and conceptually account for, the development of this new ethnic power struggle in which the control of schools played a primary role. Both towns, situated in a region known for its year-round vegetable economy, shared such demographic characteristics as population size, ethnic composition, and Anglo dominance of the economy. Among the 146 persons interviewed were past and present school board members, persons who had unsuccessfully competed for school board positions, administrators, teachers, city and county officials, and Raza Unida Party members. Observations of such events as school board meetings, city council meetings, football games and practices, church services, and confrontations between the Better Government League, local Ciudadanos, Crystal City Anglos, and the Crystal City Raza Unida Party were conducted. Some findings were: (1) historically Anglos had dominated the Mexican American socially and culturally by controlling the agricultural economy; (2) both ethnic sectors perceived schools as a basic local energy source to be used as power in controlling the local physical and social environment; and (3) ethnic conflict resulted in a decrease of "latitude" for subordinates' actions within the school domain. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC