Bridging a Cultural Divide with Literature about Arabs and Arab Americans

Abstract

Middle school is a time of many changes for young adolescents. They are searching for individual identity, struggling with society's norms, and grappling with moral (Boston & Baxley, 2007, p. 561). They are changing and maturing physically, cognitively, socially, and psychologically as they develop their identities; establish, maintain, and end friendships and social networks; develop interpersonal skills; build self-esteem; and critically examine themselves and their physical features (Manning & Bucher, 2005). They may explore different behaviors, ideas, and beliefs (Marcia, 1980), and they may undergo crises of identity (Erikson, 1963; 1968). Young adolescents are also involved in a series of changes imposed by the structure of the educational system as they transition from elementary school and begin anticipating a transition to high school. While all young adolescents may feel developmental and transitional pressures, minority and immigrant students may feel these pressures more acutely than most majority students. For example, the transition periods leading from elementary school to middle school and then from middle school to high school may present special problems for minority students (Cauce, Hannan, & Sargeant, 1992). Akos and Galassi (2004) found that race may play a role in school transition outcomes (p. 102) and in feelings of connectedness. While students who are actively engaged in school may be somewhat protected from transitional problems (Eccles et al., 1992), many minority students have feelings of detachment from the education system. Another area of concern for minority students involves the development of identity and self-esteem. As young adolescents mature, they begin to develop a sense of cultural and social identity as well as a sense of personal identity and self-esteem (Allen, 2004). While politics, economics, relationships, and public perceptions affect identity, identity development is also an with race, ethnicity, [and] religion (Shah, 2006, p. 218). This interplay may be especially difficult for minority and immigrant students who must be able to merge their native or traditional cultures with a new or majority culture. Rather than forgetting one culture, they must assimilate both to achieve ethnic solidarity (Portes & Zhou, 1993). Immigrant children may face a sense of cultural bereavement or uprooting in which a loss of cultural identity has a direct impact on self-esteem (Eisenbruch, 1988). In addition, they may feel a sense of dissonant acculturation (Rumbout & Portes, 2001) as they outstrip their parents in learning the language and culture of a new country. When this happens, a young adolescent may feel alienated from his or her parents and from peers at school. The issues described above may be especially acute for young adolescents of Arab descent who may possess feelings of detachment. Although many Arab Americans have traditionally been successful in school (Nieto, 1992), academic success is not always a predictor of psychosocial adjustment. Students may have high grades that mask feelings of depression and low self-esteem (Bankston & Zhou, 2002). Schools are key socialization and acculturization agencies (Hones & Cha, 1999; Trueba, Jacobs, & Kirton, 1990), and a student's perception of acceptance in school is a major factor in his or her overall adjustment to a new culture (Nguyen & Henkin, 1980). Because of these factors, teachers must ensure that Arab-American students have positive school experiences, especially during the critical developmental period of young adolescence. In this article, we provide information to help middle school teachers understand the Arab immigrant and Arab-American young adolescents in their classrooms. After briefly describing Arab history and culture and discussing specific problems facing Arab American and Arab immigrant students, we suggest literature about Arabs and Arab Americans to use in the middle school curriculum and place in the school library media center. …

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