ORCID

http://orcid.org/0000-0001-6283-4551

Date of Award

2020

Document Type

Dissertation

Department

Administrative and Instructional Leadership

First Advisor

Seokhee Cho

Second Advisor

Mary Ellen Freeley

Third Advisor

Rosalba Del Vecchio

Abstract

The following historiometric analysis examined the historical experiences of Quaker educational institutions during the nineteenth and twentieth centuries. The researcher utilized artifacts (n = 34) related to Quaker education in New York State in order to ascertain to what extent Quaker testimonies, including integrity, community, simplicity, equality, and peace, were influenced by salient historical experiences, such as war, racial equality, and economic equality. The researcher utilized structural coding to facilitate the conveyance of qualitative data into quantitative data in order to measure statistical differences. MANOVA results examined the significance of the difference among artifacts with different levels of description. MANOVA results established significant differences for the historical experience of war in Quaker educational institutions ([Pillai’s Trace = 1.226], F(15, 84) = 3.872, p < .000, h^2 = .409) and the historical experience of racial equality in Quaker educational institutions ([Pillai’s trace = 1.095], F(15, 84) = 3.221, p < .000, h^2 = .365). Stepwise multiple regression analyses indicated that the historical experience of racial equality predicted 46.5% of the realization of the Quaker testimony of community at Quaker educational institutions (adjusted R^2 = .514), 70.3% of the realization of the Quaker testimony of equality in Quaker educational institutions (adjusted R^2 = .703), and 47.6% of the realization of the Quaker testimony of peace in Quaker educational institutions (adjusted R^2 = .476). The study of historical experiences of Quaker educational institutions and subsequent realization of the Quaker testimonies contribute a myriad of critical discourses regarding the history of Quaker education, the practice of historiometric analysis in educational research, and most importantly, the development of a positive school culture. Through the experiences of war, and advocacy for racial and economic equality, Quaker educational institutions formulated responses and civic action based upon the Quaker testimonies of community, equality, and peace. Further studies should be carried out with a more viable sample size to validate the findings of the present study. For example, a researcher should conduct a historiometric study of Quaker schools in a particular region or country to gain a greater sample size, which would increase the statistical validity of the study.

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