Intricacies of School Relationships and the Well-Being of Arab American Youth: Implications for School Psychologists

Autor/inn/en	Tabbah, Rhonda; Miranda, Antoinette Halsell; Wheaton, Joe E.
Titel	Intricacies of School Relationships and the Well-Being of Arab American Youth: Implications for School Psychologists
Quelle	In: Contemporary School Psychology, 20 (2016) 4, S.315-326 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-016-0089-7
Schlagwörter	School Psychology; Arabs; Adolescent Attitudes; Educational Environment; Racial Discrimination; Social Support Groups; Self Concept Measures; Questionnaires; Student Surveys; Student Experience; Peer Relationship; Interpersonal Relationship; Interaction; Social Theories + Suchen Sie Ihr Suchwort? Schulpsychologie; Arab; Araber; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Racial bias; Rassismus; Social support; Soziale Unterstützung; Fragebogen; Schülerbefragung; Studienerfahrung; Peer-Beziehungen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Gesellschaftstheorie
Abstract	The purpose of this study was to explore the symbolic interaction theory in a sample of Arab American adolescents. Four areas of self-concept were investigated in relation to school environment, including perceived discrimination and social supports. Sixty-one Arab American adolescents (28 males and 33 females) between the ages of 12 and 18 years participated in this survey research study. Participants completed a discrimination questionnaire, the Self-Perception Profile for Adolescents to measure self-concept, and the Social Support Scale for Children to assess perceived social supports. Results were consistent with the symbolic interaction theory in various aspects. Classmate support was significantly related to all domains of self-concept, including physical appearance, athletic competence, behavioral conduct, and close friendship; however, teacher support was only significantly related to behavioral conduct. Experience with discrimination was significantly related to negative perceptions of physical appearance. Implications for school practitioners are discussed as well as directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01