Abstract
ABSTRACTPurpose. 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 snowball
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.