Doctor of Philosophy / School of Family Studies and Human Services / Karen S. Myers-Bowman / Walter R. Schumm / We live in an era of constant communication, where Social Networking Sites (SNSs) are part of the technology revolution that has significantly altered our lives and means of communication. Adolescents are quick adopters of these sites; they spend a lot of their daily time interacting via these sites. Most parents in the United States strive to understand the purpose and function behind their children’s use of these technologies. This study is aimed to explore the Saudi mothers’ experiences with their adolescents in a different culture and country. The study focused on exploring the experiences, concerns, social and technical challenges, and strategies of Saudi mothers in the United States by using qualitative methodology. A snowball strategy was used through specific Saudi student groups and organizations in the United States. The participants recruited were Saudi mothers (N=13) who had adolescents (their ages are between 10- and 17-years-old). The interviews were transcribed verbatim, coded, and analyzed in light of symbolic interaction theory. The findings revealed some benefits of using SNSs among adolescents such as learning new languages or practicing the adolescent's native language. On the other hand, the findings also showed great concern among mothers and a lot of challenges about their adolescents’ use of SNSs. Also, the findings showed the roles of these mothers to protect, advise, and support their children regarding the use of SNSs. Mothers confirmed that their adolescents using SNSs without control or supervision may cause a lot of problems that affect adolescents, parents, and the relationships between them.

As more Saudi individuals temporarily settle in the United States to pursue higher education, it becomes increasingly important to understand the impact this experience has on their families. The purpose of this qualitative instrumental case study was to examine Saudi mothers' experiences and motivations after transitioning to life in the United States. The main research question was: What are Saudi mothers' experiences of supporting their children maintaining and developing Arabic language skills and Islamic-Saudi identities while they are learning English and Western culture in U.S. schools? The sub-questions of the study were: Why do Saudi mothers in this study want their children to learn the Arabic language and culture? What are their concerns? What are the challenges Saudi mothers face in socializing their children to develop their Islamic-Saudi identity? What practices do mothers use to help their children preserve their Arabic language and develop the Islamic Saudi-identity while growing up in the United States? This study was conceptually framed within the theories of parenting style and acculturation. Participants in the study were five Saudi mothers pursuing higher education in Texas. Data were collected through three semi-structured interviews and four audio journals with each participant, and a focus group with the five mothers. Data were analyzed through a thematic analysis. The results of this study provide insights into the experiences, motivations, practices and challenges Saudi mothers face while raising their children in two cultures. This study contributes to the growing research in an era of increased population mobility, specifically by providing awareness of the needs and values of Saudi families who have been understudied in the field of early childhood education.

There are a considerable number of Saudi Arabian students who attend U.S. schools. To date, no published studies exist that relate to the Saudi Arabian students, their families, and how they acculturate to the American society. Acculturation affects parents and children in different ways, and it can affect the way parents raise their children. Using semi–structured interviews, this study examined Saudi mothers' perspectives on acculturation to American society and how those perspectives affect their childrearing beliefs and their children's behaviors. The descriptive qualitative study acknowledges mothers' perceptions about adaptation of Saudi children to American society and if those parents observe behavioral changes in their children. The results showed there are some changes that occurred regarding parental beliefs of parents due to acculturation, but there were not any behavioral problems caused by acculturation to the American culture in the Saudi children.