A Comparative Analysis of Saudi Women's Educational Experiences in Graduate English Programs in Two International Contexts: Saudi Arabia and the United States

Autor/in	Sendi, Kholod
Titel	A Comparative Analysis of Saudi Women's Educational Experiences in Graduate English Programs in Two International Contexts: Saudi Arabia and the United States
Quelle	(2019), (320 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of New Mexico
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0857-2475-3
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Females; Self Concept; Educational Experience; Foreign Countries; Graduate Students; Case Studies; Masters Programs; English (Second Language); Second Language Learning; Second Language Instruction; Role of Religion; Islam; Gender Differences; Cultural Influences; Student Attitudes; Barriers; Study Abroad; Resilience (Psychology); Academic Achievement; Arabs; Saudi Arabia; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Weibliches Geschlecht; Selbstkonzept; Bildungserfahrung; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Case study; Fallstudie; Case Study; Magister course; Magisterstudiengang; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Geschlechterkonflikt; Cultural influence; Kultureinfluss; Schülerverhalten; Studies abroad; Auslandsstudium; Schulleistung; Arab; Araber; Saudi-Arabien; USA
Abstract	Although there are a significant number of Saudi females pursuing graduate degrees in Saudi Arabia and abroad, few studies have examined their educational experiences. This qualitative multi-case study examines the educational experiences of ten Saudi females who graduated with a master's degree in an English language related field in two international contexts: American universities and Saudi universities. By conducting qualitative semistructure interviews and document analysis, this study explored the challenges these two groups faced and the strategies they used to succeed in higher education institutions in the U.S. and Saudi Arabia. This study discusses the roles that culture, religion, gender, and the English language play in these Saudi women's academic experiences. In addition, this research sheds light on how these two groups' educational experiences in two dissimilar international contexts influenced their views, values, and concepts of education and their personal identities as Saudi women. In each case, Saudi female participants faced different challenges and opportunities. The five Saudi female participants in the first case, those who graduated from American universities, were supported academically more than culturally, socially, and religiously. In contrast, the five Saudi female participants in the second case, those who graduated from Saudi universities, were supported culturally, socially, and religiously more than academically. To overcome their challenges, in both cases the participants were resilient. In addition, the Saudi female students who graduated from American universities experienced the racial/ethnic diversity and gender integration of U.S. classrooms and society and developed intercultural competence. In both cases, pursuing a graduate degree (and facing different challenges along the way) was a transformational journey that helped all the participants grow personally and academically. Based on this study's findings, recommendations are presented for empowering Saudi female graduate students and enhancing their academic success in higher education both in Saudi Arabia and in the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01