عنوان

Perceptions of Inclusion and Belonging of Arab American Students:

Number

TLpq2451774094

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Perceptions of Inclusion and Belonging of Arab American Students:

General Material Designation

[Thesis]

First Statement of Responsibility

Jaber, Sawsan

Title Proper by Another Author

A Case Study in a Midwestern Suburban School

Subsequent Statement of Responsibility

Kowalczyk, Jamie Ann

Name of Publisher, Distributor, etc.

Concordia University Chicago

Date of Publication, Distribution, etc.

2019

Specific Material Designation and Extent of Item

204

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

Concordia University Chicago

Text preceding or following the note

2019

Text of Note

Most of the literature on the topic of inclusion is focused on students from Native American, African American and Hispanic demographics. Although the Islamophobic sentiment has grown in the United States since the advent of 9/11, very little educational research has been conducted to analyze how this negative climate has impacted students from Arab American decent, who are often perceived as Muslims. This study explored the perceptions of inclusion and belonging of Arab American students in a historically Caucasian school district with rapidly changing demographics. The study compared student perceptions to the perceptions of parent and teacher stakeholder groups through a qualitative case study. Using the framework of critical race theory and culturally sustaining pedagogy, it was determined that stakeholder groups do not perceive that the Arab American students are included or that the school had been making an intentional effort to help these students feel like they belong. Furthermore, it is evident that the intersectionality of being female and being an Arab American presents more challenges in this specific context. Implicit biases are evident on the parts of the stakeholder groups through their perception. The evidence suggests that bridging the demographic divide requires intentional effort and collaboration simultaneously between all stakeholder groups.

Education

Educational sociology

Middle Eastern studies

Middle school education

Multicultural education

Jaber, Sawsan

Kowalczyk, Jamie Ann

Electronic name

p

[Thesis]

276903

a

Y