ETHNOGRAPHIC CASE STUDY

GRIJALVA ELEMENTARY

EDL 560, 567

FA L L 2 0 1 4
LOURDES CIREROL, VIRIDIANA FIMBRES,
CLAUDIA JIMENEZ & DANIEL SANCHEZ

PURPOSE
The purpose of the study is to investigate the culture at a
neighborhood school within the largest school district in
the city (and second largest in the state) and to examine
how the principal's practices support the success of the
school.
Additionally, the purpose is to uncover other influences
that support or inhibit the schools success.

FOCUS QUESTIONS
1. How do parents/families/community members narrate their
life experiences and expectations for their students?
2. How do school members draw upon
parents/families/community members narratives in their
practices?
3. What organizational and leadership practices are evident?

LITERATURE REVIEW
Hoy and Miskel (2007)
Norms are influenced by sanctions; people are rewarded and encouraged when they conform to
norms and are confronted, ostracized, or punished when the violate the cultural norms of the
group. In brief, the norms of the work group define a major slice of the culture of the organization
(Chapter 5)
Educational researchers must consider the school as a whole and analyze how its practices,
beliefs and other cultural elements relate to the social structure, as well as give meaning to social
life. (Chapter 5)
Each culture describes the shared beliefs of teachers in the school. Schools with strong cultures of
efficacy, trust and academic optimism provide higher levels of student achievement whereas
schools with custodial cultures impede the social emotional development of students (Chapter 5)
Edgar Shein 1996 (Three Cultures of Management: The Key to Organizational Learning)
Until executives, engineers, and operators discover that they use different languages and make
different assumptions about what is important, and until they learn to treat the other cultures as
valid and normal, organizational learning efforts will continue to fail.

THEME
Trust and Relationships
Recent research shows the social trust among students, teachers, parents and
school leaders improves much of the routine work of schools and is a key
resource for reform. (Schneider & Bryk, 2003, p. 40)
Howard stated, three factors have a major effect on students motivation and
performance: their feelings of belonging, their trust in the people around
them, and their belief that teachers value their intellectual competence. (2007,
p. 3)
The theory of partnership argues that schools, homes, and communities are
the main contexts for childrens education and that greater collaboration by
the people in these environments benefits childrens learning and
development. (Epstein, 2011, p. 466)

Leadership
Transformational
Transforming leadership recognizes and exploits an existing need
or demand of a potential follower. But, beyond that, the transforming
leader looks for potential motives in followers, seeks to satisfy higher
needs and engages the full person of the follower. (Burns 1978, p.
67)
Transactional
The relations of most leaders and followers are transactional- leaders
approach followers with an eye to exchanging one thing for another:
jobs for votes, subsidies for for campaign contributions. (Burns 1978,
p. 67)

Educators Demographics at Grijalva Elementary School

Grade Level

Position

Gender

Ethnicity

Language

Kindergarten

Teacher

Female

Hispanic

English & Spanish

Kindergarten

Teacher

Female

Hispanic

English & Spanish

Kindergarten

Teacher

Female

Hispanic

English & Spanish

Kindergarten

Teacher

Female

Hispanic

English

First Grade

Teacher

Male

White

English & Spanish

First Grade

Teacher

Female

White

English

First Grade

Teacher

Female

White

English

First Grade

Teacher

Female

Hispanic

English

Second/Third Grade

Teacher

Female

White

English

Second/Third Grade

Teacher

Female

White

English

Second Grade

Teacher

Female

Hispanic

English

Second Grade

Teacher

Female

Hispanic

English & Spanish

Third Grade

Teacher

Female

White

English

Third Grade

Teacher

Female

American Indian

English

Third Grade
Fourth Grade

Long Term Substitute

Teacher

Female
Male

Hispanic
White

English & Spanish

English

Fourth Grade

Teacher

Female

White

English

Fourth Grade

Teacher

Female

White

English

Fourth Grade

Teacher

Female

Hispanic

English & Spanish

Fifth Grade

Teacher

Female

White

English

Fifth Grade

Teacher

Female

White

English

Fifth Grade

Long Term Substitute

Female

White

English

Fifth Grade

Teacher

Female

Hispanic

English & Spanish

Resource K-5

Ex. Ed. Teacher

Male

White

English

Resource K-5

Ex. Ed. Teacher

Male

Hispanic

English

Resource K-5

Speech Therapist

Female

White

English & Spanish

K-5

School Counselor

Male

Hispanic

English & Spanish

Administration

School Principal

Male

White

English & Spanish

Administration

Assistant Principal

Female

Hispanic

English

Staff Members = 30

Male = 20%

White = 47%

English Speakers 27%

Female = 80%

Hispanic = 53%

English & Spanish 73%

MIDVALE COMMUNITY STATISTICS

THE CURRENT POPULATION OF MIDVALE PARK IS 12,003 WITH THE MEDIAN AGE
OF 28.
MIDVALE PARK'S MEDIAN HOUSEHOLD INCOME IS $43,307, AND THE AVERAGE
HOUSEHOLD NET WORTH IS $279,844.

23% OF MIDVALE PARK'S POPULATION ARE LONG TERM RESIDENTS

HAVING LIVED IN THEIR HOMES FOR MORE THAN 5 YEARS, WHILE 26%
OF MIDVALE PARK'S POPULATION HAVE MOVED IN THE LAST YEAR.

MIDVALE PARK, HAS 52% LESS PROPERTY CRIME THAN TUCSON, AND IS
25% BELOW THE NATIONS AVERAGE. MIDVALE PARK, HAS 50% MORE
PERSONAL CRIME THAN TUCSON AND WHEN COMPARED TO THAT OF
UNITED STATES, MIDVALE PARK IS 93% ABOVE THE NATIONAL AVERAGE.

Crime Index Statistics at Midvale Neighborhood

Crime

[retrieved from http://www.realtor.com on 4/3/14]

National Average Midvale Park Pima County

Tucson

Personal

100

192

141

128

Murder

100

216

157

137

Rape

100

448

167

144

Robbery

100

82

123

127

Assault

100

71

146

131

Property

100

74

165

154

Burglary

100

35

127

113

Larceny

100

64

181

172

Motor Vehicle 100

165

251

238

Overall Crime 100

183

159

146

Midvale Park & Tucson Population Breakdown by Race

Race

Midvale Park Tucson Arizona

Caucasia 53.52%
n

70.03

African
America
n

4.14%

4.24

1.13%

Asian

0.78%

2.39

0.70%

America
n Indian

3.22%

2.26

15.54%

Native
0.31%
Hawaiian

0.15

0.11%

Mixed
race

4.05

2.62%

4.85%

70.41%

[retrieved from http://www.realtor.com on 4/3/14]

Household Income for Midvale Park

[retrieved from http://www.realtor.com on 4/3/14]
Income Range

Population

$0-$9k

301

$10k-$19k

488

$20k-$29k

371

$30k-$39k

500

$40k-$49k

342

$50k-$59k

442

$60k-$74k

561

$75k-$99k
$100k-$124k

475
137

$125k-$149k

80

$150k-$199k

$200k-$249k

$250k-$499k

$500k+

33

Midvale Park Education Statistics

[retrieved from

http://www.realtor.com on 4/3/14]

Midvale Population 12,003

Education Level

Population

Less Than 9th Grade

425

9th-12th Grade

775

HS Graduate

2,308

College No Diploma

1,727

Associate Degree

671

Bachelor's Degree

485

Graduate or Prof School Degree

232

Grijalva Elementary Student

Population November, 2014
Location: Grijalva
White/
Anglo
Grade

Pre-K

Total

African
American

Hispanic

Native
American

Asian
American

Multi
Racial

Total

18

12

0.0

0.0

0.0

0.0

56.3

37.5

3.1

0.0

0.0

0.0

0.0

3.1

43

51

0.9

2.8

0.0

0.9

40.6

48.1

1.9

1.9

0.9

0.0

0.9

0.9

61

44

0.8

2.5

0.8

0.8

51.3

37.0

3.4

0.0

0.8

0.0

0.0

2.5

43

53

3.6

1.8

0.9

2.7

39.1

48.2

1.8

0.0

0.0

0.0

0.9

0.9

38

54

1.9

3.8

0.9

0.9

35.8

50.9

0.9

1.9

0.9

0.0

0.0

1.9

64

28

1.0

2.9

0.0

1.0

62.1

27.2

1.9

1.9

1.0

0.0

0.0

1.0

52

54

0.0

0.9

0.0

0.9

45.2

47.0

1.7

4.3

0.0

0.0

0.0

0.0

16

319

296

14

11

1.3

2.3

0.4

1.2

46.2

42.8

2.0

1.6

0.6

0.0

0.3

1.3

25

11

615

25

11

3.6

1.6

89.0

3.6

0.6

1.6

Source: TUSD Stats

32

106

119

110

106

103

115

691

Grijalva Student
Enrollment
Location: Grijalva

White/Anglo

Af. Am.

Hispanic

Nat. Am.

As. Am.

Multi Racial

Total

1996-97

1997-98

1998-99

1999-00

2000-01

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

179

165

136

110

101

88

85

81

75

63

51

45

49

37

25

22

21

25

24.5

21.7

20.9

16.2

13.7

11.9

11.8

10.8

9.7

8.0

6.8

6.2

6.5

4.6

3.2

3.0

2.9

3.5

44

42

24

23

24

23

20

21

26

17

18

23

26

30

11

18

12

6.0

5.5

3.7

3.4

3.3

3.1

2.8

2.8

3.3

2.2

2.4

3.1

3.5

3.8

1.4

2.4

1.7

1.0

479

524

463

519

585

594

581

625

652

684

654

636

646

695

709

663

665

650

65.6

68.8

71.0

76.5

79.5

80.4

80.8

83.1

83.9

86.9

86.9

87.0

86.0

86.9

91.8

89.8

91.9

91.5

21

23

20

20

20

25

27

19

17

17

19

20

24

32

25

29

21

23

2.9

3.0

3.1

2.9

2.7

3.4

3.8

2.5

2.2

2.2

2.5

2.7

3.2

4.0

3.2

3.9

2.9

3.2

11

1.0

1.0

1.4

0.9

0.8

1.2

0.8

0.8

0.9

0.8

1.5

1.0

0.8

0.8

0.0

0.1

0.3

0.1

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.3

0.7

0.4

0.6

730

762

652

678

736

739

719

752

777

787

753

731

751

800

772

738

724

710

Source: TUSD Stats

Trends At Grijalva
Over the last five years, student population has
decreased from 772 to 691.
89.9% Free or Reduced Lunch Average for the last
5 years.
94% of the student population in Grijalva receives
free or reduced lunch, for school year 2014-2015.
30.99% Mobility Rate average for the last ten
years.
28.9% Mobility Rate for the school year 20132014.
[retrieved from Arizona Dept. of Education & TUSD Stats]

Grijalva Elementary Vision 2014-2015

The Grijalva School Community promotes the success of all children by:
* Supporting each child's academic, emotional and social success
* Defining and communicating expectations
* Modeling and acknowledging positive behaviors
* Providing equitable educational opportunities for all children
* Respecting all learners
* Valuing a caring culture that extends to families and the community

Grijalva Elementary offers the

following programs:

Two PACE classes for 4-year olds

Free full day Kindergarten
Daily 90 minute reading block
Dual Language strand in English and
Spanish per parent request
School-wide Title 1 Program
GATE (Gifted and Talented
Education)
Fourth Grade violin classes
KIDCO after-school program
Students wear uniforms
One onsite Community
Representative
One onsite Counselor
PBIS (Positive Behavior
Interventions and Support) Program

References
Hoy, W.K.. & Miskel, C.G. (2007). Educational administration: Theory, research, and
practice, 9th edition. McGraw-Hill Humanities/Social Sciences/Languages.
Schein, E. (1996). Three Cultures of Management: The Key to Organizational
Learning. Sloan Management Review/Fall.
Epstein, J. L., Galindo, C. L., & Sheldon, S. B. (2011). Levels of leadership: Effects of
district and school leaders on the quality of school programs of family and community
involvement. Educational Administration Quarterly 47(3), 462-495.
Howard, G. R. (2007). As diversity grows, so must we. Educational Leadership, 64(6),
16-22.
Schneider, B. & Bryk, A. (2003). Trust in Schools: A Core Resource for School
Reform. Educational Leadership. 60(6): 40-45.
Burns, J.M. (1978). Leadership. New York, New York: Harper and Row.

References
Real Estate facts at your disposal. (2014). [Graph illustration the Crime Index
Statistics April 13,2014]. Crime Index Statistics at Midvale Neighborhood. Retrieved
from http://www.realator.com/
Real Estate facts at your disposal. (2014). [Graph illustration the Midvale Park and
Tucson Population breakdown by race April 13,2014]. Midvale Park and Tucson
population breakdown by Race . Retrieved from http://www.realator.com/
Real Estate facts at your disposal. (2014). [Graph illustration the Household Income
for Midvale April 13,2014]. Household Income from Midvale. Retrieved from
http://www.realator.com/
Real Estate facts at your disposal. (2014). [Graph illustration the Midvale Park
Statistics April 13,2014]. Midvale Park Statistics. Retrieved from
http://www.realator.com/

Grijalva Elementary
Entrance/Parking Lot

Grijalva Elementary

Kindergarten Playground-Drexel
Road

Kindergarten Playground-Drexel
Road

Kindergarten Playground-Drexel
Road

1st Grade Playground

1St Grade Playground

2 ,3 , 4 , 5 Grijalva
Playground
nd

rd

th

th

5th Grade-New Building

4th Grade-Portables

Fire Station 18 located next to

Grijalva

Grijalva Park

Midvale Neighborhood

Midvale Neighborhood

Midvale Neighborhood

Midvale Neighborhood
Apartments

Neighborhood Store and

Carwash

Irvington/Midvale Gas
Stations

Neighborhood Shopping
Center

Neighborhood Shopping
Center

Neighborhood Shopping
Center

Grijalva Elementary
Demographics
1795 W Drexel Rd, Tucson, AZ 85746
(520) 908-3600