| The purpose of this study is to explore the ethnic identity enhancement process among Armenian children receiving an ethnic education offered in an Armenian day school. The study looks at how Armenian students enrolled in an Armenian day school in the United States perceive their ethnic identities, and the conflicts and dilemmas they encounter in their interactions with the dominant American culture.;Eighteen sixth grade Armenian students took part in the study; all attended an Armenian day school where they were offered Armenian language and culture curriculum, along with a standard American curriculum in English. Based on data collected through individual interviews and a group discussion, the researcher presents five individual profiles and a discussion of themes which emerged from the data.;Spicer's (1971) theory of Persistent Identity Systems with its three areas of participation; the use of mother tongue, sharing of moral values, and future participation in political organization, is used to partially explain the enhancement of Armenian students' ethnic identity. Royce's (1982) notion of achieved ethnic identity status; the individual's choice of his identity and commitment to it, is also used in analyzing the development of the subjects' ethnic identity.;The data show the positive impact of ethnic education on children's perception of their ethnic identity. They also show conflicts: notions of ambivalence, anxiety, and confusion towards different elements of their overall ethnic identity. These conflicts surface during the students' interaction within the context of the American culture.;The individual perception of ethnic identity expressed by the subjects suggests the notion of achieved ethnic identity status; the choice is made by the students, and commitment to the choice is strong. Recommendations are made for future research and for modifications in the school's curriculum to try to help reduce cultural conflict and ambivalence. |
