Understanding Cultural Differences for Arab-Muslim students in the Classroom and their Implications

Kinana Qaddour & Reem Al-Samiri University of Kansas, C&T Department, TESOL

Outline

Purpose & relevance of this paper Brief Intro: What is Islam? Who are Arabs? Quantitative & Qualitative study of Arab-Muslim Students in Kansas and Missouri o Cultural values and beliefs o Social interactions

o Religious significance
o Linguistics o Educational value Why is important for teachers to understand culture? Classroom Implications Q&A

Purpose: Investigate and Inform

"Acceptance and inclusion begins with knowledge and understanding, so, increased exposure "normalizes" cultural diversity in your classroom and non-academic experiences" (Ballinger, 2011)

1. Do culture and religion play a role in students' learning experiences? 2. Are teachers engaging these funds of knowledge, social constructs of gender and ethnicity? How so? 3. Are cultural and religious norms considered in classroom environment?

**This is not limited to educators who currently teach Arab-Muslim students

Relevancy

While virtually all social groups are subject to stereotypes, few cultures are more stereotyped than Arabs" (Al-Kandari & Gaither, 2010) Middle-East and Islam, in general, has been highly present in the media since 9/11 How can we move the conversation of Arabs/Muslims away from the associations of violence here and beyond in a post-9/11 world? Detrimental to reinforce this connection to students in and outside of this group

What is Islam?

Islam is the name of the religion and a Muslim is a follower of Islam. It is a monotheistic faith, worshiping "Allah", which is the Arabic word for God. Islam is not only a religion, its teachings are incorporated into all aspects of one's life. Muslims follow the teachings of the Qur'an (holy book) and that of the Sunnah (sayings & actions) of Prophet Muhammad.

Islamic Practices
Five Main Pillars of Islam: Testimony of faith in the oneness of God and the prophethood of Muhammad (PBUH) Prayer: perform prayer to God five times a day. Charity: a certain portion of saved wealth is to be given to the needy. Fasting: to refrain from eating or drinking from dawn to sunset during the month of Ramadan (9th month of the Muslim lunar calendar) Pilgrimage: a journey to the holy city of Makkah once in a lifetime.

Holidays: There are two Islamic holidays 1. Eid el Fitir is the first three days following the holy month of Ramadan. 2. Eid el Adha is three days during the last month of the lunar calendar to celebrate the completion of the pilgrimage.

Islam in America
1.64 Billion worldwide

10 million Muslims in the United States (3.5% of the

population) 15,000 Muslims in Kansas City area Fastest growing religion in the world & in U.S.A.

Muslim = Arab?

"Teachers should not assume all arab-americans practice Islam" (Ballinger, 2011)

What countries are Arab?

21 Arab countries across two continents; Asia and Africa (wide range of cultures, traditions, dialects, and religious practices)

It is a difficult and even dangerous generalization to describe all Arabs as a single group (Beitin, Allen, & Bakheet, 2010)

Arab/Arab-American Population
Fastest growing ethnic minority group in the United States (Ballinger, 2011) At least 1.9 million Americans are of Arab descent
Top Ten States by Arab American Population 1. California - 272,485 2. Michigan - 191,607 3. New York - 149,627 4. Florida - 100,627 5. Texas - 91,568 6. New Jersey - 85,956 7. Illinois - 85,465 8. Ohio - 65,813 9. Massachusetts - 65,150 10. Pennsylvania - 60,870

Education Over 89% of Arab Americans over 25 have obtained at least a high school diploma. More than 45% have a bachelors degree or higher, 32% are enrolled in college or graduate school. Source: Arab-American Institute

Study

Anonymous Survey/Questionnaire o 21 selection (Likert scale) questions Students select "strongly agree", "agree", "neutral", "disagree", or "strongly disagree" for each statement. Five categories: Social, Cultural, Religious, Linguistic, Educational Four short open response questions Participants indicate age and gender Consent form o parents consent for participants under 18 Majority completed survey online,created using weebly o small group completed same format on paper

Participants' Background

Students of Arab descent o Syria, Palestine, Jordan, Lebanon, Saudi Arabia, Kuwait, and Egypt o Some participants were of half american/half-arab households High school and college students o Undergraduate college students Students of Muslim Background o Shia, Sunni Age range o 14 to 24 years old Male and Female Participants o 17 Male, 22 Female ELL and Native-English Speakers Various levels of assimilation

Assimilation

Level of adaption and Inclusion in non-Arab/Muslim environments; school our focus
Upbringing plays a factor

How do they identify themselves? o -"Where are you from?" , "What is your ethnicity?
Differences in self-identity, Arab-Americans or "just" Arabs? Assimilation of both culture and religion: avoid or prefer the mix of culture and religion?

Survey Part 1: Social

Statements: SA/A/N/D/SD (pick one only)

1. "I find it easy to blend in with my classmates."

2. "I feel like I can do anything my peers can do." 3. "My daily routine outside of the school setting is the same as my non-Arab classmates." 4. "My parents react to interactions (social/academic) with the opposite gender the same way as my non-Arab/Muslim' peers' parents." 5. "My typical dress affects my self-esteem when I am in the school setting or attending school-related events."

Results of "Social"
1. "I find it easy to blend in with my classmates." 47% Agree 2. "I feel like I can do anything my peers can do." 64% Agree/Strongly agree 3. "My daily routine outside of the school setting is the same as my non-Arab classmates." 29% Neutral, 27 % agree, 27% disagree 4. "My parents react to interactions (social academic) with the opposite gender the same way as my non-Arab/Muslim' peers' parents." 59% disagree/strongly disagree 5. "My typical dress affects my self-esteem when I am in the school setting or attending schoolrelated events." 27% Neutral, 36 % Disagree

Classroom Implications
While this may not be evident in their academic performance, still need to ensure classroom is one that fosters positive inclusive environment where students have positive self-esteem about their background. Students' social interactions in the academic environment- dont assume that the student will feel uncomfortable; discuss it with your student privately. Consider: Will these prevent students from socially participating in the school environment?

Religious observances: Eid and Ramadan Participation in school clubs, events Participation in athletics o "Many of today's physical education and sport uniforms violate the rules of public decency for Muslim girls and boys. Just as we should not publicly embarrass or degrade students for failure, we should not require public embarrassment from culturally inappropriate dress codes . (Ballinger, 2011)

Considerations

To point out students' differences as a means of addressing them may be counterproductive. Gain information from authentic resources on how to engage their cultural background in the classroom and the implications it will have in your present (or future) classroom.

Survey Part 2: Culture

6. "When people are aware of my cultural background, it affects how they treat me, either in a positive or negative way." 7."I'm comfortable doing all classroom and school activities, regardless of how my culture views them." 8. "My teachers respect my culture." 9. "My teachers ask me about my home culture often. 10. Peoples first assumption is that I am originally from a foreign country, not from the United States." 11. "I feel I come across others making stereotypes about my ethnicity and culture."

Results of "Cultural"
6. "When people are aware of my cultural background, it affects how they treat me, either in a positive or negative way." 48 %Agree/strongly Agree, 32% neutral 7."I'm comfortable doing all classroom and school activities, regardless of how my culture views them." 62% Agree/strongly Agree

8. "My teachers respect my culture." 75% Agree/strongly Agree

9. "My teachers ask me about my home culture often." 41% Agree, 32 % disagree
10. Peoples first assumption is that I am originally from a foreign country, not from the United States." 32% Agree

11. "I feel I come across others making stereotypes about my ethnicity and culture." 35% Agree

Studying Culture
"It is the unexamined cultural assumptions that guide behavior forming a background that may become invisible (Cancel, Mitrook, & Cameron, 1999)

Culture is subjective, must consider the differences based on students' level of assimilation and practices unique to their upbringing. Association with cultural identity might be context-dependant. o Is school one of theses contexts?

What could be the root of discrimination in the classroom?

Students who are originally from the Middle East and Africa are more likely to experience problems with prejudice and discrimination than students who came from European countries (Charles-toussaint, 2010) Where does this discrimination come from? Four types of threat perceptions, also called the "integrated threat theory, theses types of threats cause prejudice (both sides), dependant on contact. 1. Realistic threats: "perceived threats to the existence of the in-group resulting from the conflicting goals between the ingroup and the outgroup" 2. Symbolic threats: "challenge conventional in-group beliefs and norms"

3. Negative stereotypes: "negative expectations concerning the behavior of outgroup members"

4. Intergroup anxiety: "involves feelings of uneasiness and awkwardness in the presence of outgroup members"

Survey Part 3 Religious

12. "I feel uncomfortable when religious topics are discussed in the school setting." 13. "During school celebrated holidays, I feel excluded among my peers." 14. "Overall, my religious beliefs affect my ability to be involved in the school atmosphere." 15. "In my experience, "culture" and "religion" mix." Attempting to gain insight on: 1. If students are comfortable when topics like religion are brought up (most likely among peers) 2. Muslim students' perspectives during school-celebrated religious holidays (Christmas, Easter, and Thanksgiving) 3. Whether Muslim students feel that their religious beliefs prevent them from participating in school activities. 4. Students perceptions on the difference between culture and religion.

Results of religious section

12. "I feel uncomfortable when religious topics are discussed in the school setting." 68% of the surveyed students disagreed with this statement indicating that they are comfortable discussing (maybe with their peers or teachers) 13. "During school celebrated holidays, I feel excluded among my peers." 54% disagree , 25% feel neutral, and 20% agree. This could differ according to age group (elementary vs. secondary) 14. "Overall, my religious beliefs affect my ability to be involved in the school atmosphere." 69% disagree with this statement. (male vs. female - cultural vs. religious) 15. "In my experience, "culture" and "religion" mix." 74% agree with this statement

Implications
Holidays: Make sure that your students who don't celebrate certain religious holidays don't feel left out (especially in elementary school settings) If holidays are being discussed, ask Muslim students what special traditions they have for their holiday season, or if a special food is served.

School Activities: Remember that there might be more cultural restrictions than religious, so simply ask your student privately (to avoid peer-pressure) if there is something they're uncomfortable doing. This could range from interactions with opposite-sex peers, to sports, to music. It all depends on what cultural background the student is from and their personal preferences. Physical education: during the month of Ramadan when fasting takes place, give your students the option of scheduling their physical activities before sunrise or after sunset, or even making up for these activities after the fasting period is over. (Ballinger, 2011) Prayer: Muslims practice prayer five times a day, with at least two during school hours. Allow the students a place to pray (a room without public display) and discretely excuse the student from class for five minutes in order for them to perform their prayer "Religious practices can be accommodated through simple, discrete modifications" (Ballinger, 2011)

Discussing Religion

Teachers are forbidden from imposing their own religious views on their students, but not necessarily banned from discussing religion whenever relevent

Culturally competent practitioners must understand various religious belief systems and help students to understand and embrace the similarities and differences in thought, word, and deed among religious cultures, just as we do regarding race, ethnicity, sexuality, gender, and ability." (Ballinger, 2011)

"So You're Muslim? (Not that there's anything wrong with that): Breaking down myths of Islam
Myths about women in Islam: (Ballinger, 2011)
1. Women of Islamic Culture Are Second-rate Citizens "Most of the ill treatment and restrictions often depicted in media coverage of Islamic countries is actually based on local culture and traditions, not on the faith itself." (9) 2. Women Are Forced to Wear a Veil. "Islam gives guidance about all aspects of life, including matters of public decency, Islam has no fixed standard as to the style of dress or type of clothing that Muslims must wear. Rather, standards of modesty require a woman to cover her body in a fashion that will cover its shape, and to select cloth of sufficient thickness to block sight of skin color. The same requirement holds true for males - the clothing worn must not display the outline of the body or show skin color " (11)

Keep in mind

Religion and tradition are probably the strongest influencing predictors of Arab attitudes, behaviors and actions. (Jandt, 2006) Much of the Arabic culture stems from religion, but the opposite is not true. (Not everything in the culture is a representation of religion) The line between culture and religion might be blurry to the students from Arabic/Islamic decent.

"Religion is an integral part of the culture of Muslim students, and it cannot be separated from the essence of the individual. Moreover, remember that religious freedom and protection of human rights to practice religion in a nation free from oppression was an essential message of our founding leaders. It is the responsibility of each professional to ensure that these and all civil rights are valued and protected for each of our students." (Ballinger, 2011)

Survey Part 4 Linguistic

16. "Reading in Arabic helped me read in English."

17. "I practice reading/writing Arabic at home regularly."

18. "I speak Arabic at home often." 19. "When I meet people for the first time, they may make assumptions about my English speaking ability."

Attempting to gain insight on: 1. Language transfer in literacy skills L1-L2 and L2-L1 2. Presence of bilingualism in the household. 3. Stereotyping English-speaking ability (and fluency) based on appearance.

Results of linguistic
16. Reading Arabic helped me read in English. 63% of the students disagree, 35% feel neutral. learning literacy skills for the first time vs. learning literacy in a new language language transfer is subconscious Did they have language skills in L1 prior to learning English?

17. I practice reading/writing Arabic at home regularly. 43% disagree, 31% feel neutral, and 26% agreed 18. I speak Arabic at home often. 66% agreed presence of bilingualism, orally

Results of Linguistic cont.

19. When I meet people for the first time, they may make assumptions about my English speaking ability. 45% disagreed, while 37% agreed Physical appearance Presence of cultural religious symbols (e.g. hijab)

Implications
Literacy: Consider bilingualism as a resource, not a problem. Building second language literacy skills by encouraging language transfer or even biliteracy. Encourage parents to read with their children in the language they know best, not necessarily English. Academic skills (reading/writing) take longer for an ELL to attain than conversational skills (Cummins BICS vs. CALP)

Be careful not to assume that just because a student is from a certain background, he/she is an ELL.

Survey Part 5 Education

20. Education is something my parents stress on in the household.

21. My parents motivated/motivate me to pursue a college degree.

Attempting to gain insight on: 1. The value of education (in general) within the household 2. The value higher education within the household.

Results of Education
20. Education is something my parents stress on in the household. %94.2 Agree 21. My parents motivated/motivate me to pursue a college degree. %100 Agree!

Education holds a strong value in Islam due to the Prophet Muhammad's saying "Gaining knowledge is obligatory on all Muslims, males and females". Most families of Arab descent came to America either for better (higher) education or better job opportunities.

Implications

Parents are most likely willing to help their children reach their goals. If parents don't speak English, apply the use of translators in the school district to provide instructions on how they can help their children at home. (math and science could be explained by the parent in their L1)

Short Answer Questions

At the end of the questionnaire students provided answers to four questions, which helped us in gaining more information. 1. How would you feel or react if someone said something negative about your culture/religion/ethnicity, but did NOT directly refer to you? Most would react, depending on setting and individuals present ( friends versus acquaintances/strangers, small vs. large group) -emphasis of tone -correction, if possible -subjective, if it is worth reacting to o "All muslims hate jews"

Short answer Q1 & Q2

2. Do you make any connection between what is said about another cultural/ethnic group and what you've heard about YOUR cultural/ethnic background? Explain your response.

Sense of collective responsibility as a minority group Do it to them, [they] will do it to me" No, each culture is separate and distinct"

Short answer Q3
3. Do you feel like you differentiate between friends who share the same ethnic/cultural/religious background with you and those who don't? Why or why not?

Feel they differentiate because of ability to understand cultural practices, lifestyle

Do not "favor" one group over another, most claimed personality and friendship level as the decisive factor
Felt less pressure around "other" friends in some ways

Short Answer Q4
4. Describe an incident where you felt peer pressure from either of the groups of friends described above . (Add as much detail as you are comfortable with sharing). -Peer pressure universal, same as non-Arab/Muslim friends
-Drinking/Alcohol -Language (for native Arabic speakers) -Dating/relationships and sex -Prayer/daily religious/cultural practices -Dress, "hijab" for females

-"Do not think muslims/ Arabs must separate ourselves from society" -I feel like I can't hang out with both at the same time" -"When I first started wearing hijab..[I felt] annoyed and sensitive by negative comments" - "It was a little scary being so different in a school of 1,000 people who all dressed the same.

For more information

www.islamicweb.com/begin/misconceptions.htm www.islamonline.com http://teachers.net/gazette/JAN02/eric.html

References
Ballinger, D. A. (2011). So, You're a Muslim?(Not That There's Anything Wrong With That) A PETE Perspective. Journal of Physical Education, Recreation & Dance, 82(8), 43-53.. ProQuest. Web. 8 Apr. 2013. Beitin, B. K., Allen, K. R., & Bekheet, M. (2010). A critical analysis of Western perspectives on families of Arab descent. Journal of family issues, 31(2), 211-233. Cancel, A. E., Mitrook, M. A., & Cameron, G. T. (1999). Testing the contingency theory of accommodation in public relations. Public Relations Review, 25(2), 171-197.

Charles-Toussaint, Gifflene, and H. M. Crowson. "Prejudice Against International Students: The Role of Threat Perceptions and Authoritarian Dispositions in U.S. Students." The Journal of psychology 144.5 (2010): 413-28. ProQuest. Web. 8 Apr. 2013
Jandt, F. (2006). An introduction to intercultural communication: Identities in a global community. Thousand Oaks, CA: Sage Publications.

Q&A

Contact information: Kinana Qaddour: kqaddour@gmail.com Reem Al-Samiri: reem.alsamiri@gmail.com