• Login
    • Submit
    View Item 
    •   Repository Home
    • UT Electronic Theses and Dissertations
    • UT Electronic Theses and Dissertations
    • View Item
    • Repository Home
    • UT Electronic Theses and Dissertations
    • UT Electronic Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Identity, acculturation, and adjustment of high school Muslim students in Islamic schools in the U.S.A.

    Icon
    View/Open
    alghoranima036.pdf (1.914Mb)
    Date
    2003
    Author
    Alghorani, Mohammad Adnan
    Share
     Facebook
     Twitter
     LinkedIn
    Metadata
    Show full item record
    Abstract
    The United States evolved to become a mosaic of communities, the mainstream American and the minorities. These minorities live by the cultural preferences of both communities. The American Muslims are no exception. Not only do they attempt to live by the standards of both American and Islamic cultures, but they also strive to raise their youngsters to follow their model. Relevant to this dynamic are issues of identity, acculturation, and adjustment. Islamic identity is crucial for the self-perception of young Muslims. Acculturation illustrates how young Muslims relate themselves to the mainstream American community. Personal adjustment is always sought, especially while pursuing to achieve Islamic identity and acculturation. Therefore, the literature concerning these three concepts was reviewed. This dissertation investigated the interrelationships between Islamic identity, acculturation, and adjustment for adolescent Muslims. It included 167 Muslim children from Islamic schools in Chicago suburb communities; representing both genders, the upper grade levels in high schools (10th, 11th, and 12th), three family origins (Arabs, South and East Asians, and Others), and mostly the first two generations in the U.S. Four measures were used in this study. The MEIM-Muslims offered an attitudinal measurement of Islamic identity. A new scale, CBMII, was constructed to provide a measurement of Islamic knowledge and practice. ARSAM modeled existing measures of acculturation. The BASC’s Self-Report of Personality provided a measurement of personal adjustment. The findings included the following important results. Firstly, Islamic identity correlated positively with Islamic Knowledge, Islamic Practice, and Personal Adjustment but it correlated negatively with acculturation. Secondly, a factor analysis of MEIM-Muslims and CBMII subscales yielded three underlying factors of Islamic identity (attitudes towards Muslims and Islam, Islamic knowledge, and Islamic practice of appearance.) Thirdly, Muslim girls scored significantly higher than boys on Islamic Knowledge scale. Fourthly, “Arabs” and “South and East Asians” were less acculturated than students from “Others” family origins. Fifthly, the increase in Islamic knowledge and practice was associated, but not strongly, with the increase in the number of years attended in Islamic schools. Lastly, as the number of years attended in public schools increased, Islamic knowledge and practice scores decreased but acculturation and adjustment increased; however, these associations were not strong.
    Department
    Educational Psychology
    Description
    text
    URI
    http://hdl.handle.net/2152/430
    Collections
    • UT Electronic Theses and Dissertations
    University of Texas at Austin Libraries
    • facebook
    • twitter
    • instagram
    • youtube
    • CONTACT US
    • MAPS & DIRECTIONS
    • JOB OPPORTUNITIES
    • UT Austin Home
    • Emergency Information
    • Site Policies
    • Web Accessibility Policy
    • Web Privacy Policy
    • Adobe Reader
    Subscribe to our NewsletterGive to the Libraries

    © The University of Texas at Austin

    Browse

    Entire RepositoryCommunities & CollectionsDate IssuedAuthorsTitlesSubjectsDepartmentThis CollectionDate IssuedAuthorsTitlesSubjectsDepartment

    My Account

    Login

    Information

    AboutContactPoliciesGetting StartedGlossaryHelpFAQs

    Statistics

    View Usage Statistics
    University of Texas at Austin Libraries
    • facebook
    • twitter
    • instagram
    • youtube
    • CONTACT US
    • MAPS & DIRECTIONS
    • JOB OPPORTUNITIES
    • UT Austin Home
    • Emergency Information
    • Site Policies
    • Web Accessibility Policy
    • Web Privacy Policy
    • Adobe Reader
    Subscribe to our NewsletterGive to the Libraries

    © The University of Texas at Austin