Loading ...The Educational Experiences of Arab American Students
By: Raisa Sami/ Arab America Contributing Writer
Arab and Arab American students often receive little attention in colleges and scholarly research, and face stereotypes formed by mainstream media, entertainment, and society. These stereotypes often depict Arabs and Arab Americans as involved in war, bombings, and terrorist acts, leading to harassment and identification with these negative assumptions by other students on campus. Negative stereotyping in education can negatively impact students’ performance. Arabs, an ethnic group with a higher-than-average percentage of bachelor’s degrees, are often discriminated against by other Americans in the United States due to the assumption that Arabs are either illegally in the country or do not deserve to be living there. However, most Arabs living in the US are native-born and almost 82% are American citizens.
Family plays a crucial role in Arab society, promoting cultural continuity and invoking the rich traditions and values of the homeland. Arab American students, who come from a collectivist society, often consult with family members before making decisions, as they may hesitate to act if a course of action does not align with their family values or benefit the collective. Intergenerational dissonance is another common source of stress for Arab American students, as they feel pressured to maintain traditions of cultural heritage or religious values they no longer identify with. This dissonance can lead to other conflicts, such as wanting more freedom than parents are willing to give and negotiating romantic relationships, marriage, and career choices. Adjusting to a new culture is a personal experience that differs from one individual to the other, with common characteristics such as culture shock, homesickness, depression, alienation, internal loss, identity transformation, and language challenge. There is a gap in knowledge due to a lack of academic research on Arab adaptation to other cultures, especially Arab students’ adaptation. Arab countries and the U.S. have strong cultural boundaries that influence the process of adaptation and ease of adjustment. Arab countries maintain strong cultural, religious, and national characteristics, which impact students’ participation in the cultural and social dynamics of the host country.
Arab students face academic stress, negotiating relationships, and deciding on a major, as well as an ongoing hostile political climate. Anti-Arab and Islamophobic policies, such as the global war on terror, Muslim travel ban, mass surveillance, and racial profiling programs, have a significant impact on Arab Americans’ everyday lives, leading to hate crimes, discrimination, and a generalized sense of fear. Recent research indicates a rise in anti-Muslim racism, or Islamophobia, affecting Arab American and Muslim American students in schools where they are not the majority. This has led to feelings of assimilating or being unable to learn due to social inequalities. Arab American adolescents are often discriminated against by teachers and classmates, leading to feelings of defensiveness and demotivation. The lack of understanding of students’ intersectionality and cultural identities further exacerbates their disempowerment, limiting their access to an equitable educational experience compared to their white peers. The current political climate, which began shifting after 9/11, has further exacerbated this issue, particularly targeting Arab and Muslim students. The events of September 11 contributed to the complexity of the process of adjustment by Arab students to the U.S. curriculum and added issues of profiling and stereotyping. Many religious and civic organizations offered support and solidarity to the community, as seen in interfaith services and speeches of political leaders.
Studies by the Middle East Studies Association and the Middle East Outreach Council have found that history and geography textbooks often exaggerate depictions of deserts, camels, and nomads in the Middle East, while some teachers refer to Arab culture in the context of the Bedouin image. Only an estimated 2% of Arabs in the world are traditional Bedouins. American education has embraced a multicultural approach, but many teachers and the public are not sensitized to the anti-Arab dilemma. American textbooks often present Islam poorly, making it difficult for students to explain their roots, family traditions, culture, or religion. Educators have a responsibility to regard Arab students as having a rich and living culture separate from its portrayal in popular media images, which often depict false and misleading stereotypes. A more inclusive atmosphere is needed for Arab American students to attend school and learn. Feelings of inferiority and shame can result from being viewed as an inferior group through media, news, movies, and television, leading to lower self-esteem and decreased academic performance. Some responsibility falls on educators to break this vicious cycle and use knowledge and history to help students understand the distinction between truth and myth.
In conclusion, Arab Americans and other ethnic groups should not be feared, but radical and extremist individuals who wrongly claim to represent them should be shunned. Arab American and Muslim students require protection and safety in school, and guidance counselors should be alerted to incidents of bullying. Teachers should show support and understanding, as dismissive actions can lead to anxiety, depression, and self-esteem issues. Teachers and administrators have a responsibility to protect these students from verbal, physical, and psychological harm. They should also help students understand that the actions of a few do not reflect the entire population, as seen in the Oklahoma City bombing. Most Arabs and Muslims are law-abiding citizens who want to live peaceful and fulfilling lives. Students should be aware that many Muslims and Arab Americans died in the World Trade Center tragedy, and their families are grieving for them. Arab Americans, both Muslim and Christian, are actively involved in rescue operations, donating blood, organizing fund drives, and holding special religious services and vigils. It is time for educators and scholars to provide friendly and stimulating learning environments for all Arab and Arab American students across colleges and universities nationwide.
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