Home-school Connections in a Multicultural Society: Learning from and with Culturally and Linguistically Diverse Families

Karsli, Elif

doi:10.53956/jfde.2014.20

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Thus, Arab adolescents who immigrated to the United States in the post-9/11 era found themselves distrusted, discriminated against (Ibish, 2003), and thrust into a receiving context that encouraged a violent, subversive Arab stereotype (Sarroub, 2010). For these adolescents, the effort involved in maintaining coherence and self-consistency while negotiating the ideals, values, and behaviors of two disparate cultures from a devalued position is likely to have precipitated feelings of dissonance and identity confusion (Arunkumar [Kumar], Midgley, & Urdan, 1999).…”

mentioning

confidence: 99%

Immigrant Arab adolescents in ethnic enclaves: Physical and phenomenological contexts of identity negotiation.

Kumar

Seay

Karabenick

2015

Cultural Diversity & Ethnic Minority Psychology

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Ecologically embedded social identity theories were used to examine the risk and protective factors associated with the identity negotiation and adjustment of recent immigrant Arab (IA) adolescents to the United States residing in ethnic enclaves. Yemeni, Lebanese, and Iraqi 8th-graders (n = 45) from 4 ethnic enclave schools participated in focus-group interviews. In-depth analyses of interviews revealed that living in an ethnic enclave enhanced IA adolescents' feelings of belonging to the community. However, the new immigrant status coupled with country of origin determined the permeability of intergroup boundaries with well-established Arab and Arab American peers. Their identity negotiations and social identity salience (national, religious, and pan-Arab) were informed by transitional experiences from home to host country and the prevailing political and cultural tensions between the two, recognition of national hierarchy within the Arab community, perceptions of discrimination by the larger society, changed educational aspirations consequent to immigration, and current physical (school and community) and phenomenological contexts. Findings suggest that current theoretical perspectives should be extended to incorporate phenomenological representations of past spaces and places not currently occupied to understand adolescents' multifaceted identity.

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mentioning

confidence: 99%

Immigrant Arab adolescents in ethnic enclaves: Physical and phenomenological contexts of identity negotiation.

Kumar

Seay

Karabenick

2015

Cultural Diversity & Ethnic Minority Psychology

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“…Gareis (2012) contends that identity is closely linked to personality. Those deeply connected to their cultural identity, like Omani students, often fear losing their identities and may, therefore, avoid contact with others (Sarroub, 2010), potentially limiting their chances for friendships (Gareis, 2000(Gareis, , 2012.…”

Section: Personalitymentioning

confidence: 99%

I wish that I could have friends: The Intercultural Friendship Experience of Omani Students at US Universities

Alkharusi,

Segumpan

2024

JICC

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The domain of intercultural friendships between international and host national students represents a pivotal aspect of international higher education and intercultural communication. In response to the evident research gap within this realm, we conducted a phenomenological inquiry to explore how eight Omani students establish friendships with US host students and the factors that might either facilitate or impede these intercultural friendships. Through our interviews, we discerned four key themes: Adjustment (involving social integration and seeking part-time jobs), Acceptance (embracing new cultural norms and utilizing social media), English proficiency (being proficient in the language and displaying friendliness), and Similarity (finding common ground in country of origin or shared interests). Our investigation identified participants falling into distinct categories: some anticipated forming friendships with both local and international students, while others realized that lack of commonality, either in their home country or shared interests, limited their interaction and socialization with host students. Additionally, some expressed that nurturing friendships demands significant time and effort. Our research yields insightful conclusions on methods to enhance intercultural friendships, including the promotion of meaningful interactions between host and international students.

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Home-school Connections in a Multicultural Society: Learning from and with Culturally and Linguistically Diverse Families

Abstract: Home-school Connections in a Multicultural Society: Learning from and with Culturally and Linguistically Diverse Familiesby Maria Luiza Dantas & Patrick C. Manyak (Eds).New York: Routledge, 2010, 294 pages.

Cited by 2 publications

References 2 publications

Immigrant Arab adolescents in ethnic enclaves: Physical and phenomenological contexts of identity negotiation.

Immigrant Arab adolescents in ethnic enclaves: Physical and phenomenological contexts of identity negotiation.

I wish that I could have friends: The Intercultural Friendship Experience of Omani Students at US Universities

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