Experiences of Arab Heritage Youth in US Schools and Impact on Identity Development

Autor/inn/en	Najjar, Khadeja; Naser, Shereen C.; Clonan-Roy, Katie
Titel	Experiences of Arab Heritage Youth in US Schools and Impact on Identity Development
Quelle	In: School Psychology International, 40 (2019) 3, S.251-274 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034319831057
Schlagwörter	Identification (Psychology); College Students; Arabs; North Americans; High School Students; Peer Relationship; Teacher Student Relationship; Social Discrimination; Curriculum; Cultural Awareness; Cultural Relevance; Educational Environment; Student Attitudes; Ethnicity; Acculturation; School Role + Suchen Sie Ihr Suchwort? Collegestudent; Arab; Araber; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Benachteiligung; Soziale Schließung; Curricula; Lehrplan; Rahmenplan; Cultural identity; Kulturelle Identität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Ethnizität; Akkulturation
Abstract	To fulfill the promise of inclusive school environments that support all students, it is necessary to understand the mechanisms by which discrimination and support occur in the school setting and how these mechanisms impact student development. The current study explored ways schools facilitate supportive or marginalizing experiences for first generation Arab heritage youth in the United States and investigated how these experiences impact acculturative experiences and identity negotiation for these students. Focus groups were conducted with 21 Arab American early college students and community dwellers. Qualitative analyses revealed three mechanisms by which the school setting uniquely impacts Arab heritage student's identity negotiation in high school: 1) peer and teacher discrimination; 2) school curriculum treatment of Arab history and culture; 3) and broader school structures that allow for student cultural expression. Implications and suggestions for School Psychologists are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01