Term of Award
Spring 2019
Degree Name
Doctor of Education (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
Dr. Ming Fang He
Committee Member 1
Daniel Chapman
Committee Member 2
John Weaver
Committee Member 3
Mohammed A. Mohammed
Committee Member 3 Email
mosaad65@gmail.com
Abstract
This dissertation is a collection of speculative essays (Schubert, 1991) that explore the multiplicity and intersectionality of Arab-American Muslims’ identity and its implications for their children’s experience of mainstream schooling in the United States. While most of the existing research literature has been on the multiplicity and intersectionality of Arab-American or Muslim-American’s identities, there is little on the particularity of this group’s identities. Building upon a wide array of theories related to the multiplicity and intersectionality of the Arab-American Muslim identities such as social identity theory (e.g., Tajfel, 1978a,b & 1986) and intersectionality (e.g., Crenshaw, 1991), my dissertation focuses on how the educational experience of students of the Arab-American Muslim minority group is influenced by the multiplicity of their identities (e.g., Cainkar, 2006 & 2008) including their ethnic identity (e.g., Naff, 1985; Haddad, 1994; Cainkar, 2008), cultural identity (e.g., Said, 1978; Malouf, 2000, 2012; Shaheen, 2002), religious identity (e.g., Haddad, 1997; Cainkar,1994; Said, 1997) and linguistic identity (e.g., Suleiman, 2003; 2004 & 2011). These aspects are better understood through the explanation of identity formation processes and the representations of this group. It is thus claimed that Arab-American Muslim students journey through American public schools with the understanding that their ethnic, cultural, religious and linguistic identities differ from hegemonic cultures that define and subtract their schooling experience. I attempt to offer an interpretation and personal explanation of the impact of this multiplicity of identities on the education of these minority group students. I sincerely hope that knowledge of the experience of Arab-American Muslim students will inspire educational policy makers, teachers, administrators, parents, and students to work together to create equal opportunities for all in hard times.
OCLC Number
1111578179
Catalog Permalink
https://galileo-georgiasouthern.primo.exlibrisgroup.com/permalink/01GALI_GASOUTH/1fi10pa/alma9916230893802950
Recommended Citation
Alhawsali, AbdulRahman FatehAllah Ali, "The Impact of the Arab American Muslims’ Identities on Their Children’s Experience of the Mainstream Schooling in the United States" (2019). Electronic Theses and Dissertations. 1929.
https://digitalcommons.georgiasouthern.edu/etd/1929
Research Data and Supplementary Material
No
