Arab American Students In USA Schools
Hasan A. Yahya, Professor of Sociology
Several studies show negative stereotyping, racism, discrimination and widespread misinformation about Arab history and culture. Arab and Muslim American students from the Middle East face this type of misinformation everyday through media, curriculum content, peer groups and teachers.
According to research findings, Arab Americans in U.S. schools represent more than 20 countries in the Middle East and Northern Africa. They share common symptoms of immigrant groups seeking integration in a heterogeneous nation.(Jackson, 1995) Challenges they face in their everyday life include stereotyping, racism, and discrimination, especially when they are Muslims. (Yahya, 1991).
Educators in many schools began to recognize these problems and try to solve them. In some communities, especially in Michigan and California where the majority of Arabs and Muslim reside, parents start to communicate with school teachers and administrators in order to create strategies and materials for successful integration with the American society. But many schools in other states where Arabs and Muslim Americans are minority do not acknowledge Arab culture and history and do not stand to counteract Arab stereotyping (Suleiman, 1996). Some organizations and communities compile a list of bibliographies for Arab and Muslim history, holidays, and habits. the American-Arab Anti-Discrimination Committee (ADC) has produced a substantial Middle East bibliography for educators and made a guide for helping Arab parents serve as a resource for teachers (ADC, 1993a). Administrators and teachers may correct erroneous information when confronted with it, such as popular myths that all Arabs are "...wealthy...barbaric and backward, and...have harems" (Farquharson, 1988, Yahya, 1991). They can help students understand that Arab Americans should not be held personally accountable for events in the Middle East, and allow students to air their views and helping them understand why such judgments are inaccurate and hurtful (ADC, 1997). Other source is The American Forum for Global Education has produced an extensive bibliography of materials on Arab history that can be used by curriculum developers (Kelahan & Penn, 1996), and the Arab World and Islamic Resources and School Services has issued a large notebook for secondary school teachers to use as a basis for a multifaceted curriculum. (Shabbas, 1998)
Knowledge of Arab and Islamic culture help educators to ensure that girls are not ridiculed for their head covering, and may not schedule tests on major Islamic holidays, especially in Ramadan month where fasting takes place. They may let students go to the library instead of the cafeteria. The Council on American-Islamic Relations (1997) depending on Federal law which permits students to organize prayer services, therefore, schools should accommodate such requests from Muslims. Muslims ten years ago, even before 9/11, across the country were petitioning schools to label cafeteria food containing pig products, and some schools are already doing so (Zehr, 1999).
Elimination of Prejudice and Discrimination in recent years becomes harder, when political events involve Arabs, or are even speculated to involve them. Educators need to be prepared to respond to possible harassment of Arab American students resulting from negative news reporting, and to invoke school policies against hate crimes and discrimination as appropriate (Suleiman, 1996).
Staff Development Schools can provide professional development training and make available to their staff accurate resource materials about the Middle East, Islam, the various Arab groups in the U.S., and the nature and extent of anti-Arab sentiment. Middle East organizations and centers at local colleges offer schools a range of services, including training, invitations to visit Mosques, and Arab cultural institutions. Some other methods and measures are already implemented and practiced to reduce tension in schools and promote teachers and student understanding of Arab and Muslim culture, these methods are (to name a few): (1) Representing the Middle East, Arabs, and Muslims accurately, completely, and fairly in the curriculum and school activities. (2) Ensure that Arab American students are treated equitably and without prejudice by teachers and peers; (3) Ensure that teachers respond to incidences of racism and discrimination strongly and quickly and fairly; (4) Inclusion of Arab Culture Although Arab Americans may be one of the smaller minorities in schools; (5) Respect the customs of the native culture and religion of Arab students, and encourage them to be represented in multicultural courses and activities to validate their culture and educate all students about the Middle East. (6) Field trips can visits to Arab community institutions, (7) showing videos and film series include Arab contributions, to familiarize students with the various groups' celebrations, foods, and history.
In conclusion, as an Arab American lived in the United States for a long time, and interested in studying Arabs and Muslims students in the United States, especially first, second and third generation, I agree with other scholars who share my studies, and may conclude this article with some characteristics of Middle Eastern culture especially Arabs:
Several studies show negative stereotyping, racism, discrimination and widespread misinformation about Arab history and culture. Arab and Muslim American students from the Middle East face this type of misinformation everyday through media, curriculum content, peer groups and teachers.
According to research findings, Arab Americans in U.S. schools represent more than 20 countries in the Middle East and Northern Africa. They share common symptoms of immigrant groups seeking integration in a heterogeneous nation.(Jackson, 1995) Challenges they face in their everyday life include stereotyping, racism, and discrimination, especially when they are Muslims. (Yahya, 1991).
Educators in many schools began to recognize these problems and try to solve them. In some communities, especially in Michigan and California where the majority of Arabs and Muslim reside, parents start to communicate with school teachers and administrators in order to create strategies and materials for successful integration with the American society. But many schools in other states where Arabs and Muslim Americans are minority do not acknowledge Arab culture and history and do not stand to counteract Arab stereotyping (Suleiman, 1996). Some organizations and communities compile a list of bibliographies for Arab and Muslim history, holidays, and habits. the American-Arab Anti-Discrimination Committee (ADC) has produced a substantial Middle East bibliography for educators and made a guide for helping Arab parents serve as a resource for teachers (ADC, 1993a). Administrators and teachers may correct erroneous information when confronted with it, such as popular myths that all Arabs are "...wealthy...barbaric and backward, and...have harems" (Farquharson, 1988, Yahya, 1991). They can help students understand that Arab Americans should not be held personally accountable for events in the Middle East, and allow students to air their views and helping them understand why such judgments are inaccurate and hurtful (ADC, 1997). Other source is The American Forum for Global Education has produced an extensive bibliography of materials on Arab history that can be used by curriculum developers (Kelahan & Penn, 1996), and the Arab World and Islamic Resources and School Services has issued a large notebook for secondary school teachers to use as a basis for a multifaceted curriculum. (Shabbas, 1998)
Knowledge of Arab and Islamic culture help educators to ensure that girls are not ridiculed for their head covering, and may not schedule tests on major Islamic holidays, especially in Ramadan month where fasting takes place. They may let students go to the library instead of the cafeteria. The Council on American-Islamic Relations (1997) depending on Federal law which permits students to organize prayer services, therefore, schools should accommodate such requests from Muslims. Muslims ten years ago, even before 9/11, across the country were petitioning schools to label cafeteria food containing pig products, and some schools are already doing so (Zehr, 1999).
Elimination of Prejudice and Discrimination in recent years becomes harder, when political events involve Arabs, or are even speculated to involve them. Educators need to be prepared to respond to possible harassment of Arab American students resulting from negative news reporting, and to invoke school policies against hate crimes and discrimination as appropriate (Suleiman, 1996).
Staff Development Schools can provide professional development training and make available to their staff accurate resource materials about the Middle East, Islam, the various Arab groups in the U.S., and the nature and extent of anti-Arab sentiment. Middle East organizations and centers at local colleges offer schools a range of services, including training, invitations to visit Mosques, and Arab cultural institutions. Some other methods and measures are already implemented and practiced to reduce tension in schools and promote teachers and student understanding of Arab and Muslim culture, these methods are (to name a few): (1) Representing the Middle East, Arabs, and Muslims accurately, completely, and fairly in the curriculum and school activities. (2) Ensure that Arab American students are treated equitably and without prejudice by teachers and peers; (3) Ensure that teachers respond to incidences of racism and discrimination strongly and quickly and fairly; (4) Inclusion of Arab Culture Although Arab Americans may be one of the smaller minorities in schools; (5) Respect the customs of the native culture and religion of Arab students, and encourage them to be represented in multicultural courses and activities to validate their culture and educate all students about the Middle East. (6) Field trips can visits to Arab community institutions, (7) showing videos and film series include Arab contributions, to familiarize students with the various groups' celebrations, foods, and history.
In conclusion, as an Arab American lived in the United States for a long time, and interested in studying Arabs and Muslims students in the United States, especially first, second and third generation, I agree with other scholars who share my studies, and may conclude this article with some characteristics of Middle Eastern culture especially Arabs:
- In terms of communication, Arabs and Muslims consider any one introduce himself to an Arab as a friend. Friendship is highly respected and cherished in Arab culture.
- Arabs value of collectivism, the form of family, and separation of sexes.
- Arabs cherish privacy, and show reluctance to discuss personal feelings with strangers.
- Arabs distance in a group is much closer than American and European group members. counselors of Arab American students need to the Arab communication style in all interactions.
- Family life and harmony are crucial to Arabs, educators need to demonstrate respect for the sanctity of the nuclear and extended family and the familial role of elders.
- Arabs may seem angry while talking, but this is a reflection of others expressions, therefore, they react accordingly. Most of them like to defend "loss of face " in a discussion.
- Arabs are sincere in their relations with others, especially when they invite American friends and families.
- Like Jews, Arabs defend their culture and language, they positively show their identity and like to be respected as any other heritage. Finally;
- Like any other groups, Arabs are proud of their heritage, and have strong appeal to explain in details some of the good qualities and teachings of their culture. (1005 words) www.askdryahya.com.
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