The role of ethnic enclaves in Arab American Muslim adolescent perceived discrimination

Abstract

This study aimed to investigate the role of ethnic enclaves in perceived discrimination among Arab American adolescents. Little research has investigated what specific risk and protective factors play a role in perceived discrimination within ethnic enclaves; and which of these factors may be the most salient to Arab American adolescents. The study used a phenomenological approach, using semi‐structured interviews, journals, and parent interviews to collect and triangulate the data. Member checking and peer debriefing were also used to check for validity. A ‘protective’ theme, described as ‘living in a bubble’ and two ‘risk’ themes described as ‘cracks’ (i.e., within‐group discrimination) and ‘pores’ (i.e., online discrimination) were identified. Although ethnic enclaves appeared to protect adolescents from out‐group discrimination, it also appeared to be porous, with risk factors, such as online discrimination, ‘seeping’ into the community.

Immigrant Perspectives of Social Connection in a Nontraditional Migration Area

“…Previous literature has demonstrated that connection to one’s community has been associated with neighborhood safety, trust, volunteerism, economic prosperity, community resilience, and access to services and supports [ 39 , 91 ]. Being strongly community-connected and integrated within one’s own ethnic enclave may serve as a protective factor for immigrants against outsider discrimination and thereby facilitate positive physical and mental health, well-being, engagement in health-promoting behaviors, and decreased mortality [ 122 , 123 , 124 , 125 , 126 ]. Social disconnection has been associated with isolation and loneliness due to limited or inadequate meaningful connections with others [ 113 ].…”

A mixed methods comparison of adolescents' and researchers' observations of neighborhood characteristics in Latinx neighborhoods

“…Institutional resources may include access to public parks, health services, and afterschool programs (Molnar et al, 2008; Pate et al, 2008). Cultural resources and processes include having access to the co‐ethnic community, services in appropriate languages, and institutions that celebrate heritage cultural holidays or support exchange with countries of origin (Balaghi, 2023; Yoshikawa, 2011). Positive social processes include social cohesion, informal social control, and street safety (Sampson et al, 1997).…”