How Do Female Arab International Students Negotiate Their Identities in the ESL Classroom in the Mid-Southern United States?

Author

Sinaria Elmardi Hassan

Date

2024

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

Committee Chair

Dustin Hornbeck

Committee Member

Alison Happel

Committee Member

Sharon Griffin

Abstract

This dissertation explores how women of Islamic faith, as international students, negotiate their identities within the ESL classrooms in the mid-southern United States. Students in such categories face singular challenges at each juncture of gender, religion, and cultural background, especially in an educational system that does not always recognize or accommodate particular needs and experiences. The qualitative research design involved in-depth interviews with female Muslim students from various countries. This study aimed to determine how these students balanced their cultural and religious lives amidst the demands of the American academic environment, particularly in ESL settings where language acquisition was a primary concern. The findings showed that these students were constantly adapting their cultural and religious identities to fit their classroom interactions, relationships with peers, school policies, and broader societal attitudes toward Muslim women. Many students expressed feeling pressured to conform to Western cultural standards while also working to uphold their religious practices, like wearing the hijab and following dietary guidelines. These efforts to balance different parts of their identity were often made more challenging by discrimination or stereotyping, both in and outside the classroom. The study also points out that many of these students developed ways to cope with such challenging situations. Participants in the study acted in solidarity and support from other international students or faculty members or used such experiences as moments for self-reflection and personal growth. Many reported feelings very agential in crafting their identities in the ESL classroom, negotiating multiple cultural expectations while sustaining a sense of self. The present research thus contributes to the literature on cross-cultural adaptation and identity formation among international students, informing educators and institutions of how they can respond more sensitively to the diverse needs of female Muslim students participating in ESL programs. The study calls for more inclusive and culturally sensitive teaching practices that acknowledge and respect the unique identities of all students.

Comments

Data is provided by the student.”

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open Access

Recommended Citation

Hassan, Sinaria Elmardi, "How Do Female Arab International Students Negotiate Their Identities in the ESL Classroom in the Mid-Southern United States?" (2024). Electronic Theses and Dissertations. 3691.
https://digitalcommons.memphis.edu/etd/3691