This research examines the extent to which U.S.-Mexican households invest in the training or education of their female members as an economic strategy in Nogales, Arizona. Using both quantitative and qualitative methods, the study aimed at three objectives. One objective was to isolate those factors that influence the household's ability or willingness to invest in education as a strategy in order to increase its economic stability. These factors were observed operating at two levels. At the level of labor market structure are those factors that precondition a household's ability to take the risks associated with long-term investments, such as education. At the household level, were factors that constituted sets of socially defined practices affecting the nature of an individual's productive and reproductive labor. The second objective was to analyze the interrelationship of those factors in an attempt to define comparative models of social interaction that explain how educational goals are negotiated. A final objective was to document the experiences and histories of Mexican-origin women, who in negotiating multiple roles, represent an interface between the labor markets and households; and through this information, offer new interpretations and solutions to the problem of their under-education in a region of global transformation. The results of the study indicate that investment in women's education is significantly increased with household stability. In addition, the level of investment for education of household members is raised with her increased educational attainment. It is argued that social exchange mechanisms can be used to improve the rate of education acquisition for women, and by so doing, empower the household economically.

Formal study of music in the United States is based on the Western art music tradition. Nevertheless, there is a philosophy rapidly spreading throughout the United States which holds that musics of many cultures must be taught in the schools. The underlying belief in multicultural music education is that the study of various cultures and their musics will affect our expectations, and consequently broaden our musical preferences. This study investigated the effects of ethnicity on the stated musical preferences of university non-music majors. It was conducted on two university campuses that are in the same area. One campus has a population that is predominantly white American and the other predominantly African American. The subjects were students enrolled in music appreciation classes on both sites. The subjects listened to musical examples from each of the Western art music style periods. They then completed a questionnaire which contained an ethnic attitudes dimension. A week later, they were asked to listen and respond to four musical examples. The playing of this series of musical examples was preceded by biographical information on fictitious composers. The data supported the alternative hypothesis which stated that ratings assigned to music of African American composers and white American composers by all listeners, without regard to ethnicity, would be significantly different. The value of Omnibus p was.002 and is significantly less than the stated alpha level of significance at.05. The data between ethnic groups supports the alternative hypothesis that ratings assigned by white Americans and African Americans would be significantly different. The Omnibus p here is equal to.02. There was no relationship found between the ethnic attitudes and musical preferences of white Americans and African Americans as stated in the null hypothesis. Non-hypothesized questions investigated the effects of the subjects' rank in school, gender, age, grade point average, and university attended. The data supports the conclusion that rank, age, and grade point average, for this investigation, were not significant. Conversely, the data does reveal that gender and universities were found to have a relationship to the ethnic attitudes and musical preferences of the subjects.

I examined the intensive farming systems of the Ziz Valley of southeastern Morocco. The valley is a 250 km long expanse watered by the Ziz River. Surrounded by arid Saharan desert, the valley houses a dense, rapidly growing, and ethnically stratified population of Arabs, Berbers, and Haratine (blacks). Irrigated farming of cereals, olives and dates, and livestock raising dominate the lives of its inhabitants. Upon the analysis of the Ziz data, I reached three major findings. First, despite the unexpected finding that Berbers actually get more out of the same amount of land than Haratine and Arabs, and the fact that the Haratine are not the most productive farmers as hypothesized in the research design of my dissertation, this study underscores the urge to reformulate the theory behind agricultural intensification to incorporate the key variable of ethnicity and its role in making land productive in the analysis of agricultural change. Thus, contrary to current theories which examine social and economic change in terms of agricultural productivity and crop complexes, my findings demonstrate that the same agrarian regimes in the ethnically heterogeneous Ziz Valley differ markedly in production and intensity between ethnic groups, and therefore provide household-level evidence that ethnicity is a key, albeit a heretofore ignored, variable in the processes of economic and social development. Second, the study of ethnicity has dwelt too much on defining what ethnicity is, erecting its boundaries, and outlining its emergence as essential elements in the structuring of social organization between and among groups. However, with the infusion of remittances from abroad the Haratine have made ethnicity a political and economic instrument through which a Haratine corporate group has emerged to resist the ethnic mode of production. Third, ethnic change in the valley, and for that matter throughout the oasis social world of Southern Morocco, could not have risen from within the communities social structures, and the only avenue for the subaltern groups to change their lot in terms of political participation and access to land was to migrate outside the valley, return home with remittances, and undo the pillars of ethnic stratification.

The purpose of this study was to investigate the effect of learning and rehearsal on verbal and visual memory in 15 Native American students ranging in age from 9 to 16 years. Subjects were administered the Verbal Learning (VL) and Visual Learning (VIL) subtests of the WRAML. These subtests assess the ability to retain verbal (list of words) and visual (location of designs) information presented over 4 trials. A 5th trial assesses retention after a short delay. The study additionally aimed to relate scores on these tasks with overall scores on the WRAML, the WISC-III and the DAS. A description of mean standard/scaled scores for each of these measures is provided. Concurrent with previous research, mean Verbal IQ on the WISC-III was significantly below the normative mean while the Performance IQ was in the average range. Mean Verbal and Visual Memory Indexes on the WRAML reflected this pattern. Performance on all three subtests of the DAS (Arithmetic, Spelling, Word Reading) were significantly below average. Results of one-way repeated measures ANOVAs based on z scores indicate no significant difference from the norm in overall performance on both learning subtests. However, z scores on the VL subtest showed a significant difference across trials. While performance on the VL subtest was slightly below the normative average on trial 1, this difference appears to have been erased by trial 2. Performance on delayed recall trials for both subtests were comparable to the norm group. Correlation coefficients show a significant relation between the learning subtests and the Visual, Learning and General-Memory Index scores on the WRAML. They also show a significant relation between the VL subtest and the Verbal and Full Scale IQs on the WISC-III. Neither of the learning subtests shows a significant correlation with subtests on the DAS. Results argue against a verbal learning "weakness" in Native American children. Findings also suggest that instead of focusing on teaching to the Native Americans' "visual strength," the use of a multi-trial approach when presenting Native American children with verbal material in English would enhance learning and retention.

Research in the area of bilingual education language policy has focused generally on: (1) its relation to curriculum development and instructional design, (2) its relation to the legislative process, and (3) its relation to issues of power. Past research, however, failed to concentrate on the meanings of policy assigned by students and the relationship between the letter of policy and the spirit of its enactment at school. The purpose of this humanistic, cultural study was to examine school language policy from both historical and student-centered points of view. By addressing what they have to say in a historical context, I gleaned new insights into the possibilities for future design and evaluation of language policy. I focused on the historical relationship between the lived experiences of students regarding language choice and use at one elementary school and the central language policy statements initiated by the respective state's legislature, issued by the school district's administration and governing body, and interpreted by classroom teachers. The various policy statements and oral histories--by three generations of students--in addition to U.S. census data for the respective historical period were analyzed to understand the relationship among history, social context, policy, and language experience at school in new ways. The findings were interpreted and presented in terms of continuities and discontinuities in the relationship between students' lived experiences and policy over time. In terms of the continuous aspects of this relationship, I found the following: teachers persist in standardizing children's oral and written language expressions; children are indoctrinated by the culture of the school to abide by "American" values; and English is regarded as the language of privilege and accomplishment. In terms of discontinuities, I found the following: indigenous languages and Spanish spoken by children were no longer prohibited but sanctioned in the classroom; teachers began speaking languages other than English for instructional purposes; and faculty demographics changed from predominantly monolingual, white women to largely bilingual Hispanic women. In sum, my study is important because I offered a critical interpretation of the prevailing historical realities that have governed language policies and their ensuing practices in a South Tucson neighborhood school for the past sixty-one years. Also, in this study, I revealed the importance of opening a forum for students to voice an evaluation of language policies that regulate the course or methods of action in bilingual elementary education programs.

This project is based on six months of ethnolinguistic fieldwork in rural Texas Czech communities, mainly in Granger (Williamson County) and West (McLennan County), exploring the role that an obsolescent language continues to play in the immigrant community and in the shifting definitions of its members' ethnic identity. Drawing on the community members' perspective, I examine the causes of discontinued transmission of Czech, the notion of a speaker of Texas Czech/Moravian and of the Texas Czech speech community, the contexts of Texas Czech use and its role in the speaker's identity, the self-defined ethnolinguistic identities vis-a-vis the speakers' idiolects, and attitudes toward the attempts at language revival. Two groups of focal informants (born before and after 1945) include second-to-fourth generation descendants of the first Texas settlers from the Lachian and Wallachian regions of Moravia (presently part of the Czech Republic). The database consists of fieldnotes from participant observation, 39 interviews, and attitudinal questionnaires. Structured tasks were used to elicit comparable linguistic data on lexicon, dialectal and reduced features of Texas Czech. Among my findings are that the stigmatized image of Texas Czech tends to implicitly justify the discontinued language transmission, because speaking a "broken" language is undesirable. Members of the speech community, the narrowest section of the Texas Czech community, include 'visible' activists, often perceived as Czech speakers regardless of their language ability. Any use of Texas Czech, encouraged only by specific functional and social contexts, manifests ethnic group membership, yet one does not have to speak the language to feel Czech or Moravian. The informants' self-definitions reflect the process of intergenerational ethic redefinition. Among creative and often commercialized manifestations of Czechness, Texas Czech folk music helps maintain the 'idea' of the heritage language. Most informants value their cultural heritage and support in principle any efforts to preserve the language, but they realize its limited utility. Yet the interest in learning Czech among the youth exists and should be exploited. Overall, a comparison of Granger and West shows that the effective display and marketing of the "Czech heritage" does not necessarily enhance chances for language retention.

Although it is often anticipated that demographic diversity in decision-making teams will enhance decision quality because individuals will offer unique perspectives, there is little empirical support for this hypothesis. Diverse work teams usually suffer from poor communication and are prone to conflict because individuals are so different from each other. My dissertation research tries to better understand how demographic diversity affects individuals in teams by examining the team decision-making process in depth. I study the intervening process variables of conflict and miscommunication, as well as the outcome variables of team identity and decision quality. I also examine how communication media affect individuals in these same teams. I conducted a field experiment. Subjects were assigned to conditions based on their actual roles in an organization. Using a balanced 2 x 2 design, I constructed demographically diverse and homogenous work teams along the dimensions of organizational function, racial-ethnic minority status, and sex. Teams communicated face-to-face or using computer-mediated communication technology. Results indicate that demographic diversity has both a positive and a negative effect on the ability of individuals to identify with their team and to negotiate higher quality decisions. Results also show that when teams' communication was computer mediated, individuals in these teams had weaker team identity and lower decision quality. An intervening process theory involving miscommunication and conflict is supported.

This research addresses where and why interethnic violence occurred during four major urban riots of the 20th Century: The Chicago Riot of 1919, The Detroit Riot of 1943, the Miami Riot of 1980, and the Los Angeles Riot of 1992. Employing a multi-method approach, including historical accounts, statistical modeling of census data, and geographic information systems (GIS) analysis, I investigate whether an explanatory model combining elements of ethnic succession and competition perspectives on riot violence is generalizable to both recent riot events in Miami and Los Angeles and earlier riots in Chicago and Detroit. Such explanation emphasizes the effects of internal and international migration on the racial/ethnic composition of neighborhoods, competition for jobs and housing, and the intensity of riot violence at the census tract level. I find support for a combined ethnic succession and ethnic competition interpretation of riot violence in all four events. I conclude by highlighting the similar effects of the Great Migration on rioting in Chicago and Detroit and recent waves of immigration on rioting in Miami and Los Angeles. I argue that to make sense of recent rioting in Miami and Los Angeles we must be willing to engage in historical comparisons and examine the local dynamics of inter-ethnic violence in cases past and present. We must look beyond the black/white race relations paradigm towards a general model of collective violence that is independent of the specific actors involved, a model that takes the changing racial/ethnic composition of American cities into account.

The purpose of this study was to investigate the classroom environment in choral music programs with both low Hispanic enrollment and proportionate Hispanic enrollment in order to identify the aspects of the classroom environment that may encourage Hispanic participation. In addition, this study investigated whether there was a difference in how Hispanic students, White students, and students who are neither Hispanic nor White assess the classroom environment in choral music programs. Finally, this research compared the classroom environment in the choral music classroom with a normative sample of representative high school classes. Four hundred and five high school students enrolled in ten choral music programs completed the Classroom Environment Scale. The students' responses were then analyzed using a multivariate analysis of variance. The results of this analysis indicate there is a difference between the classroom environments in programs with proportionate Hispanic enrollment and programs with low Hispanic enrollment. Students in programs with proportionate Hispanic enrollment report a lower level of affiliation, less competition between students, and a lower level of teacher control. There is also a difference in the assessment of the classroom environment among Hispanic students, White students and students who are neither Hispanic nor White. Hispanic students feel less affiliation with the choir regardless of program enrollment. In addition, there was an interaction effect with regards to innovation. Hispanic students in programs with low Hispanic enrollment assess the teaching in the choral music classroom as more innovative than Hispanic students enrolled in programs with proportionate Hispanic enrollment and students who are neither Hispanic nor White and who are enrolled in either type of program.* ftn*Originally published in DAI Vol. 58, No. 4. Reprinted here with corrected author name.

This is a fragment of the history of Iss (Achoma-wi) and Aw'te (Atsuge-wi), native tribes of northeastern California. Politically, both tribes are placed under the rubric: Pit River Tribe. It is based on a narrative about Niee Denice, an Aw'te person born on Lost Creek in the Hat Creek area. The English rendition was told by Lela Grant Rhoades to linguist Bruce Nevins at Redding, California, 1972, at her home and in my presence. Niee Denice was later named Sampson Ulysses Grant by Basque ranchers who took him in during his flight from confinement at the Round Valley Reservation near Covelo. Grant's narrative begins when he was a child, rounded up as a part of a continual effort by the military and the vigilante "Guards/Rangers" throughout California to erase the native people from the earth. His mother and baby brother were shot while he and his father watched. They were murdered by the military because they were holding up the forced-march through the November snows of the Sierra Nevada/Cascade mountain ranges. The destination of the natives was unclear. Some records indicated that it was Fort Tejon, in southern California. Others that it was Round Valley Reservation, near Covelo. According to the narrative, the natives were marched to Fort Reading (Redding) in the Sacramento Valley, then south to Sacramento where they were put aboard ship. Beyond sight of land, the Captain caused the ship to spin around and around, hoping to make the natives lose direction to land. Then the sailors began throwing natives overboard. A near mutiny on this ship caused the Captain to put into Mendocino Station. Then the people were marched to Round Valley Reservation. He escaped and returned home. Grant gave the original narrative to his daughter, Lela, in Aw'te, while their family lived in Goose Valley. She, in turn, translated it into English for her children and the rest of us illiterate in Aw'te. I bought a copy of the recording from the Linguistics Library at the University of California, Berkeley, in 1991 and am working with Reitha B. Amen, Lela's daughter, to bring this history alive.