The Racialization of Arab Panethnic Identity: Exploring Students' Ingroup and Outgroup Social Positionings

Autor/in	Jones, Veronica
Titel	The Racialization of Arab Panethnic Identity: Exploring Students' Ingroup and Outgroup Social Positionings
Quelle	In: Race, Ethnicity and Education, 20 (2017) 6, S.811-828 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2017.1294563
Schlagwörter	Arabs; Self Concept; Disadvantaged; Fear; Islam; Sociocultural Patterns; Refugees; Terrorism; Racial Attitudes; Institutional Characteristics; Case Studies; Student Attitudes; College Students; Interviews; Observation; Student School Relationship; Social Integration; Whites; Muslims; Power Structure; Social Differences; History; Social Systems; Christianity; Student Characteristics; Intergroup Relations + Suchen Sie Ihr Suchwort? Arab; Araber; Selbstkonzept; Furcht; Soziokulturelle Theorie; Flüchtling; Terrorismus; Rassenfrage; Case study; Fallstudie; Case Study; Schülerverhalten; Collegestudent; Interviewing; Interviewtechnik; Beobachtung; Schüler-Lehrer-Beziehung; Soziale Integration; White; Weißer; Muslim; Muslimin; Sozialer Unterschied; Geschichte; Geschichtsdarstellung; Social system; Soziales System; Christentum; Intergruppenbeziehungen
Abstract	Islamophobia has become increasingly evident in the sociocultural landscape of the United States. The current political climate which centers on the influx of refugees and concerns of extremists has in effect othered individuals of Arab ancestry as a bounded group. Arab students represent a heterogeneous group of individuals, encompassing a variety of viewpoints that challenge the fixed and static notion of Arab identity. This study utilizes the concept of racialization to explore the ways that a group of Arab students within a predominantly white institution in the southern region were othered through the influence of a negative Arab image. Through case study methodology including interview and observational data, participants explained the multiple ways they were distanced and connected to the dominant group as well as other Arab students. Related to the ways participants navigated dominant norms to establish a sense of belonging, findings reveal that institutional leaders and practitioners need to engage in greater critical reflection to maximize support for marginalized groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01