Cultural pluralism and the Americanization of immigrants: The role of public schools and ethnic communities. Baltimore, 1890-1920

Problem. The population of the United States has more than tripled in the twentieth century. This extraordinary growth is primarily the result of a massive influx of newcomers from diverse ethnic, religious, socio-political, economic, and cultural backgrounds. The subsequent and unprecedented diversity has sparked an escalating conflict over pluralism that many scholars fear could culminate in the disuniting of the American people.Purpose. This study places the conflict over pluralism and the issues of "Americanization," bilingual education, and "hyphenated-Americanism" into a broader historical perspective and theoretical context. It seeks lessons from history relevant to the current controversy, as well as future ethnic relations in America.Methodology. This study traces the historical roots of American pluralism. The preface includes a statistical snapshot of immigration into America, and a brief history on the development of common schooling, the idea of "Americanization," and the emerging Progressive Era. The major focus is Baltimore---a laboratory for examining the concept of "Americanization" and the role of public schools and ethnic communities in fostering this process.The Findings. The conflict over pluralism is linked to the evolution of assimilation theory: from "Americanization" (Anglo-conformity) and the "melting pot" at the turn of the century to "cultural pluralism" and "multiculturalism" today. Baltimore yields contrasting models for "Americanization" (as measured by attendance, retention, promotion into high school, and performance on annual exams): (1) success of the bilingual English-German schools; and (2) failure of the normative English-only program.Historical lessons are discussed, and Robert E. Park's theory for assimilation is suggested as a foundation upon which to construct a new theory for the twenty-first century. Recommendations for further research are also included.Source: Dissertation Abstracts International, Volume: 60-01, Section: A, page: 8200.Advisors: Frederic Jacobs.Ph.D. American University 1999.Englis