No description available.

The objective of these oral histories was to examine, explain and reveal the success of a small group of Saudia (female Saudis) whose studies at a mid-Western American university through the medium of English (their second or third language). Four students were randomly selected from a group of volunteers, based on their successful completion of the English as a Second Language (ESL) program, plus a year of other academic classes in the university. One student, who had not completed the ESL program, was admitted to the master of English program having passed the Test of English as a Foreign Language (TOEFL) test at the required level. The student participants were interviewed a number of times in the course of the study and after the completion of the writing to check the evidence. The interviews were semi-structured to allow the participants to expand as they desired. The data was analyzed using the theories of Islamic feminism and intersectionality to discover how the students were able to succeed in a profoundly different school and social culture as an English Language Learner (ELL) where many other ELLs fail to complete a degree program. Attention was focused on the participants explanations of their successes, failures and challenges.

As Canada becomes increasingly multicultural, counsellors along with other mental health professionals are challenged to find ways to meet the varying needs of an increasingly multiracial, multi-religious, and multicultural population (En-Nabut, 2007; Lambert, 2008; Qasqas & Jerry, 2014). Gaining knowledge about counselling Muslim women is essential as the Muslim community is growing throughout Canada. Muslim women face various challenges as they endeavor to respond to changing social conditions as an underserved minority and religious community (En-Nabut, 2007). A basic interpretive qualitative research design (Merriam, 2002) was utilized to investigate the dynamics of working with Muslim women in a therapeutic setting. Next, ways of being more culturally informed in working with this population, from the perspective of female Muslim mental health professionals were explored. Interviews were conducted with five female Muslim mental health professionals. Thematic analysis (Braun & Clarke, 2006) was used to analyze patterns in the data. Four themes emerged: (a) seeking help is not easy: challenges faced by Muslim women clients, (b) lack of awareness: fear of the unknown, (c) participants’ suggested solution: psychoeducation and cross-cultural training, and (d) the building blocks of client-counsellor relationship: trust and communication. Findings are described alongside implications for counselling practice and future research.

This study analyzes identity, class, religiosity, and belonging as they affect the experiences of female Middle Eastern and Muslim immigrants in various spaces within the context of the Atlanta, Georgia area and draws attention to the ‘othering’ of immigrants in American society. The exploration of immigrants’ experiences in various spaces includes public and semi-public, employment, educational and organizational spaces. Interviews were conducted on 24 female immigrants in the Atlanta area who possess various backgrounds. While female immigrants who wear the hijab experienced more, and more direct, discrimination than those who wear Western styles, the women who wear hijab were not discouraged from attempting to participate in the host society. Female immigrants who wear Western style attire reported indirect negative experiences in public and semi-public spaces. Immigrants’ experiences underscore the concept that socially acceptable stereotypes in the media become fodder for negative stereotypes in mainstream American society.

No description available.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 2004.

The core of the thesis investigates the role of education in the engendering of cultural change and leadership among a select group of a powerful 'first generation' of Arab women; specifically, the role of dual educational/cultural experiences, both Arab and Western. The broader aim of the study is to analyze the merging of cultural traditionalism and modernity and how dual education has enhanced the ability of women, especially Arab women, to become leaders in their professional careers, and within their respective communities, whilst still maintaining strong ties to their culture, religion and traditions, albeit to varying degrees. The writer has chosen to investigate the association between cultural identity and educational experience of elite educated Arab women, through a small sample, who have had exposure to both Western and Arab educational systems at different points in their lives. The researcher's heritage has led to a fundamental ideological interest in the coexistence of traditionalism and modernisation and whether the two can complement one another. There are now a significant number of Arab women who have had the privilege of education and exposure to the two types of systems. Yet, gender constraints and predefined gender roles still very much dictate the socio-cultural contexts in which such women have to operate. The patriarchal 'system' is omnipresent in the West as well as in the Arab world. The challenges the writer has faced even as a 'Western' Arab to reconcile tradition and intellectual and educational exposure has served as a greater impetus for this investigation. The investigation and the intent of this thesis as described above, is to test the preliminary hypothesis that, in the context of elite Arab women, their exposure to both West and Arab educational cultures is germane to their potential for influencing female professional development. How their educational experiences have influenced their own identities and their ability to adhere to the gender roles prescribed is of significant interest. What influence has such education had on these women's prospects for instituting and pioneering change in their respective societies and professions? Is the synergy of certain aspects of modernity and tradition possible? The general conclusion is that it is.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 273-298).

Thesis (Ed. D.)--State University of New York at Binghamton, School of Education, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri--Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves : 66-71). Also available on the Internet.