ERIC Number: EJ1119104
Record Type: Journal
Publication Date: 2016-Dec
Abstractor: As Provided
Intricacies of School Relationships and the Well-Being of Arab American Youth: Implications for School Psychologists
Tabbah, Rhonda; Miranda, Antoinette Halsell; Wheaton, Joe E.
Contemporary School Psychology, v20 n4 p315-326 Dec 2016
The purpose of this study was to explore the symbolic interaction theory in a sample of Arab American adolescents. Four areas of self-concept were investigated in relation to school environment, including perceived discrimination and social supports. Sixty-one Arab American adolescents (28 males and 33 females) between the ages of 12 and 18 years participated in this survey research study. Participants completed a discrimination questionnaire, the Self-Perception Profile for Adolescents to measure self-concept, and the Social Support Scale for Children to assess perceived social supports. Results were consistent with the symbolic interaction theory in various aspects. Classmate support was significantly related to all domains of self-concept, including physical appearance, athletic competence, behavioral conduct, and close friendship; however, teacher support was only significantly related to behavioral conduct. Experience with discrimination was significantly related to negative perceptions of physical appearance. Implications for school practitioners are discussed as well as directions for future research.
Descriptors: School Psychology, Arabs, Adolescent Attitudes, Educational Environment, Racial Discrimination, Social Support Groups, Self Concept Measures, Self Concept, Questionnaires, Student Surveys, Student Experience, Peer Relationship, Interpersonal Relationship, Interaction, Social Theories
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A