A typology of ethnic education programs is suggested and a case study is presented where separate education for an ethnic group has been used to maintain and defend a separate ethnic identity. The typology rates ethnic education programs both by degree of normative and structural change being sought and by degree of control by ethnic groups. Supplemental ethnic studies education programs have low structure change and low ethnic control; alternative programs, such as black, Chicano, and Native American studies, have high structure change and low ethnic control; defensive programs, such as the Amish who seek to control the content and ideological orientation of their educational programs, have low structure change and high ethnic control; and transformative programs, such as the American Indian Movement which takes a militant approach, have high structure change and high ethnic control. The case study examines a declining elite group which is striving to maintain ethnic identity and boundaries through defensive programs--the Swedish-speaking community in Finland. The minority community uses a variety of formal and nonformal educational programs to sustain group solidarity and ethnic identity. History and description of the rationale, ideology, goals, organization, and various data of the social movement show how and why the group's educational programs are classified as defensive. Although the Swedish-speaking population has declined in numbers and influence since World War II, their separatist policy has defended their ethnicity. If decline continues, however, ethnic integration might occur. An extensive bibliography is included. (ND)