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The Greek day school Socrates in Montreal : its development and impact on student identity, adjustment and achievement

The purpose of this study was to investigate the development of the Greek day school Socrates in Montreal and its overall impact on its students vis-a-vis the variables of ethnic identity, socio-personal adjustment and academic achievement. Existing documentation, content analysis of the Greek community press, and participant observation were all used in unfolding the school's historical development. The dependent variables of Greekness, adjustment and achievement were examined via the interviewing of 549 Greek origin individuals, 118 of whom were adults, 255 Socrates students, 158 non-Socrates students, and the rest 18 were Socrates graduates. Although the results obtained did not provide conclusive evidence concerning an assumed differential impact of Socrates along the variables investigated, the ethnic identity influences of the community school were clearly delineated. At the same time, the results of the study have pointed to what has been coined here a "Socrates ethos" which is may be conducive to academic and socio-professional success. Accordingly, an overall long-term Socrates impact has tentatively been postulated.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.70218
Date January 1988
CreatorsBombas, Leonidas C.
PublisherMcGill University
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
LanguageEnglish
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
Formatapplication/pdf
CoverageDoctor of Philosophy (Faculty of Education.)
RightsAll items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.
Relationalephsysno: 001075955, proquestno: AAINN72106, Theses scanned by UMI/ProQuest.

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