Education and Ethnicity: A Study of German-Russians and Norwegians in North Dakota. Country School Legacy: Humanities on the Frontier.

Autor/inn/en	Thorson, Playford V.; Sherman, William C.
Institution	Mountain Plains Library Association, Silt, CO. Country School Legacy Project.
Titel	Education and Ethnicity: A Study of German-Russians and Norwegians in North Dakota. Country School Legacy: Humanities on the Frontier.
Quelle	(1981), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance Patterns; Career Choice; Comparative Analysis; Educational Attitudes; Educational History; Educational Quality; Elementary Secondary Education; Ethnic Groups; European History; Higher Education; Illiteracy; Parent Participation; Rural Areas; Rural Education; Rural Population; Rural Schools; School Buildings; School Support; Sex Differences; Small Schools; State History; Teacher Qualifications; Teacher Salaries; North Dakota + Suchen Sie Ihr Suchwort? Educational attitude; Bildungsverhalten; Erziehungseinstellung; History of education; Bildungsgeschichte; Quality of education; Bildungsqualität; Ethnie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analphabetismus; Elternmitwirkung; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Landbevölkerung; Rural areas; School; Schools; Schule; Schulen; School building; Schulgebäude; Schulförderverein; Sex difference; Geschlechtsunterschied; Lehrqualifikation; Lehrerbesoldung; Lehrervergütung
Abstract	In an attempt to ascertain the validity of the assumption that Norwegians supported education much more than did German-Russians in North Dakota in the early part of the twentieth century, select counties made up predominantly of the ethnic groups in question were examined, using data taken from the years 1910-12, 1922-23, and 1930. The two groups were studied by comparing known aspects of the educational system which might be indicative of differing national attitudes, aspirations, and achievements: the variance in physical plants, teacher and school personnel, school classifications, outside observer assessments, parental support, and student performance. A small school composed of both Germans and Norwegians was analyzed. Reports of more recent educational records were assessed. An historical survey of the background in Russia and Norway prior to emigration was made. Analysis of the varying educational attitudes and achievements of North Dakota's two largest ethnic groups, the Germans from Russia and the Norwegians, indicated that, when seen as a whole, the German-Russians in the counties and schools studied were decidedly less interested, less supportive, and less involved in the state's educational enterprises until after World War II. (Author/CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC